Zobrazeno 1 - 10
of 93
pro vyhledávání: '"Fran Riga"'
Autor:
Fran Riga
Publikováno v:
Springer Texts in Education ISBN: 9783030436193
Pragmatism (or Instrumentalism or Experimentalism) has been described as ‘an attitude’, ‘a theory of the nature of ideas and truth’, and ‘a theory about reality’. In this chapter, Pragmatism, both in its wider sense, as a ‘theory of tru
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d54c91b13f8b88af73e55883864bbd89
https://doi.org/10.1007/978-3-030-43620-9_16
https://doi.org/10.1007/978-3-030-43620-9_16
Publikováno v:
Cain, T, Brindley, S, Brown, C D, Jones, G & Riga, F 2019, ' Bounded decision-making, teachers’ reflection, and organisational learning : how research can inform teachers and teaching ', British Educational Research Journal . https://doi.org/10.1002/berj.3551
British educational research journal, 2019 [Peer Reviewed Journal]
British educational research journal, 2019 [Peer Reviewed Journal]
Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how rese
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ce22f52086bcb0f001fe04173dc7256a
https://researchportal.port.ac.uk/portal/en/publications/bounded-decisionmaking-teachers-reflection-and-organisational-learning(713b0419-5b47-4aa3-98e7-b8839c152b7a).html
https://researchportal.port.ac.uk/portal/en/publications/bounded-decisionmaking-teachers-reflection-and-organisational-learning(713b0419-5b47-4aa3-98e7-b8839c152b7a).html
Publikováno v:
The Curriculum Journal. 26:370-403
Teaching about the nature of science (NOS) is seen as a priority for science education in many national contexts. The present paper focuses on one central issue in learning about NOS: understanding the nature and status of scientific theories. A key
Publikováno v:
International Journal of Science Education. 37:162-184
In response to continuing concerns about student attainment and participation in science and mathematics, the epiSTEMe project took a novel approach to pedagogy in these two disciplines. Using principles identified as effective in the research litera
Publikováno v:
Science Education ISBN: 9789463007498
By all accounts, science and inquiry should go hand in hand. Whether the same is true of science education and inquiry is quite another matter.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::75190ffc1d9b7880396d766d12f70f35
https://doi.org/10.1007/978-94-6300-749-8_19
https://doi.org/10.1007/978-94-6300-749-8_19
Publikováno v:
Science Education. 95:1000-1025
It has been argued that learning science may be complicated, and even compromised, when students hold worldviews that may seem at odds with what is presented in science lessons. In particular, in some parts of the world, there has been considerable c
Publikováno v:
Teacher Development. 15:171-186
This paper explores the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. For some years teachers in English schools have worked in a context where the outcomes of formal testing have been used to
Autor:
Sue Brindley, Fran Riga
Publikováno v:
English in Education. 43:68-85
This article reports on one strand of a collaborative research project undertaken at the Faculty of Education, which sought to explore trainee teachers’ development of assessment understandings and practices during their PGCE, and over the followin
Publikováno v:
The Curriculum Journal. 19:193-213
This study examines the values and practice in relation to assessment of a sample of 220 trainee teachers studying for a Postgraduate Certificate in Education, an initial teacher training and education (ITET) course, at the University of Cambridge, U
Publikováno v:
Teacher Development. 12:15-35
This study uses cluster analysis to examine groupings of trainee teachers against dimensions underpinning their values and practice in relation to assessment. Our sample comprised 220 trainees, studying for a Postgraduate Certificate in Education, an