50 years of Education at York: Public lecture series videos
Dyslexia: What we have learned from Family Studies
Professor Maggie Snowling, University of Oxford.
Public lecture to celebrate 50 years of Education at York held on 21 February 2013.
The science of dyslexia is mature and it is now possible to use our understanding of how reading develops to inform the early assessment and identification of children at high-risk of dyslexia. Starting from the knowledge that dyslexia has a hereditary basis, studies of children at familial risk have led to advances in how we conceptualize the 'disorder', its relationship with other forms of language difficulty, its cognitive precursors and its developmental trajectory.
The lecture focuses on the findings from longitudinal studies of such children from preschool through the early years to elucidate the nature of dyslexia and draws out implications for intervention to prevent the downward spiral so often associated with the condition.
The Power of Dreams
Dr Maggie Aderin-Pocock, MBE, Science Innovation Ltd
Public lecture to celebrate 50 years of Education at York held on 12 June 2013.
Maggie Aderin Pocock talks about her work trying to inspire children into careers in science. Through her talks she tries to answers three questions “Why I became a scientist, how I became a scientist and most importantly what I do as a scientist”. She also uses the wow factor by showing them the amazing universe we live in and how our ideas about it have evolved.
Rob Klassen's Inaugural lecture
Professor Rob Klassen, Leader of the Department of Education's new Psychology in Education Research Centre
Public lecture to celebrate 50 years of Education at York held on 21 October 2013.
Professor Rob Klassen joined the Department of Education as Chair of the new Psychology in Education Research Centre in 2012. He is giving his inaugural lecture as part of the 50 Years of Education at York: Public lecture series.
Increasing public attention in the UK is being focused on the quality of schools and on the effectiveness of teachers in those schools. We know instinctively and through research that teachers’ psychological characteristics influence their effectiveness, but these characteristics are not always reliably identified in the process of selecting potential teachers. The lecture focuses on how psychological research can inform how teachers are selected for training and practice, leading to new selection approaches that can strengthen the quality of schools in the UK and elsewhere.
Despite the rhetoric, does education policy reflect more continuity than politicians admit?
Baroness Estelle Morris
Public lecture to celebrate 50 years of Education at York held on 14 November 2013.
There is widespread agreement that schools policy has been subject to constant change over the last thirty years. Those working in the profession often argue that there is no underlying rationale for the change and political whim is the driving force. Yet, the argument is also heard that there is little difference between the education policies the major parties offer. Can both these perceptions be accurate? After decades of change and further revolution promised what is the balance between continuity and change in education in schools policy?
Shakespeare, Theatre and Democracy: Towards a Playful Future
Professor Jonothan Neelands, National Teaching Fellow, Professor of Drama and Theatre Education and Warwick Business School Professor of Creative Education , University of Warwick.
Public lecture to celebrate 50 years of Education at York held on 6 February 2014.
In this lecture Professor Neelands proposes that Shakespeare offers us a lens for exploring the vital political relationship between theatre and democracy, in which theatre becomes part of our social conversation and the circulation of social energy in a society. In this context plays, players and the social playfulness of childhood become forged in a vision of how we might live, learn and work together. In a world which is becoming increasingly environmentally and geo-politically unsustainable, play offers the young both a mirror and lens for seeing and transforming themselves and their worlds and the beginnings of the proto-democratic behaviours needed for our survival.