Zobrazeno 1 - 10
of 43
pro vyhledávání: '"Jonathan Firth"'
Autor:
Jonathan Firth, Saima Salehjee
Publikováno v:
Pedagogika, Vol 73, Iss 4 (2024)
In society, rights and well-being are threatened by misinformation. The next generation of teachers will be responsible for progressing evidence-based thinking in schools. In this context, it is useful to find out more about student teachers’ engag
Externí odkaz:
https://doaj.org/article/87e08f9a057842aea52904a7a37144aa
Autor:
Jonathan Firth
Publikováno v:
Studia Psychologica, Vol 63, Iss 2 (2021)
Previous research has indicated that laypeople, students and legal professionals often hold flawed beliefs about memory, and the present study sought to extend this area of research to the teaching profession. Are teachers’ beliefs about learning i
Externí odkaz:
https://doaj.org/article/86c126fa9c474200b243f26242c64597
Autor:
Jonathan Firth
Publikováno v:
Education in the North, Vol 23, Iss 2, Pp 161-166 (2016)
This feature article discusses whether teacher professionalism can and should include research engagement as part of a broader conception of the teacher's role. The importance of teachers' awareness of research is considered, and an argument is put f
Externí odkaz:
https://doaj.org/article/2d5a582c24cd4845a97cbac3d294c8b9
Autor:
Min Duchenski-Jassal, Jonathan Firth
Publikováno v:
Learning to Teach Psychology in the Secondary School ISBN: 9781003162223
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f9f900f1957023c7b146cbb181116bbf
https://doi.org/10.4324/9781003162223-13
https://doi.org/10.4324/9781003162223-13
Publikováno v:
Review of Education. 9:642-684
Education Scotland’s (2018) framework for interventions for equity supporting the Scottish Attainment Challenge highlights the promotion of high quality learning and the effective use of evidence and data. This study protocol outlines the methodolo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b72763972d7644d7fd5e153a2746f149
https://doi.org/10.1002/rev3.3266
https://doi.org/10.1002/rev3.3266
Publikováno v:
Review of Education. 9:685-688
Interleaving is a technique which involves modifying the order of practice tasks or examples such that items of different types appear together, rather than in 'blocks' of similar items. For example, interleaved examples of artworks might feature the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::da9a92f9d58d506e5773317044b42036
https://doi.org/10.1002/rev3.3265
https://doi.org/10.1002/rev3.3265
Autor:
Jonathan Firth
Pupils often make poor choices when it comes to independent learning because they don't intuitively understand how to learn. In the classroom too, they typically misjudge how well they understand new concepts, overestimate the accuracy of their own e
Autor:
Jonathan Firth
The timing of what occurs in the classroom can affect how successfully new concepts are learned. This paper analyses two promising ways of modifying the schedule of tasks or examples – the spacing effect and interleaving. The spacing effect refers
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::35fef4ad84b4cfdea2e878fed9ddc450
https://strathprints.strath.ac.uk/74227/1/Firth_JET_2020_Boosting_learning_by_changing_the_order_and_timing.pdf
https://strathprints.strath.ac.uk/74227/1/Firth_JET_2020_Boosting_learning_by_changing_the_order_and_timing.pdf
Autor:
Jonathan Firth
Publikováno v:
Mentoring Science Teachers in the Secondary School ISBN: 9780429400308
Mentoring Science Teachers in the Secondary School
Mentoring Science Teachers in the Secondary School
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1161c40fe7f27753156d275cffc64b90
https://doi.org/10.4324/9780429400308-17
https://doi.org/10.4324/9780429400308-17
Autor:
Jonathan Firth
Publikováno v:
British Journal of Psychology. 111:853-854
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8459797c1b69358cc6055011533ac896
https://doi.org/10.1111/bjop.12477
https://doi.org/10.1111/bjop.12477