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Pedagogy

The Influence of Culture on Self-Regulated Learning Skills

UCL Institute of Education
Self-regulated learning (SRL) skills have recently attracted a lot of research interest because they have been identified as arguably the […]
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Evidence-informed practice

UCL Institute of Education
Louise Stoll explores explore the ways in which formal and informal evidence and expertise can inform practice within and between organisations, […]
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Teaching about science and RE in secondary schools

UCL Institute of Education
Michael Reiss discusses teaching intervention for year 9 or 10 students (age 13–15) in secondary school biology and religious education (RE) […]
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A framework within which to determine how we should use animals in science education

UCL Institute of Education
The scope of science is fundamentally to understand the natural (i.e., material, as opposed to aesthetic, moral, imaginary or other) […]
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Implementing a pedagogy of listening

UCL Institute of Education
Professor Emeritus Rosemary Davis CBE, a Life Member and Fellow of NCUP, originally trained as a teacher at Goldsmiths College, […]
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Using a flipped classroom to embed information literacy skills training into academic studies

Kings College London
In January 2017, King’s College London ran a module entitled ‘Contemporary Issues in Neuroscience’ for the first time as part […]
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Understanding student use of twitter and online forums in higher education

Kings College London
Eleanor Dommett discusses how students use online forums and Twitter in undergraduate learning. She demonstrates that more students use forums than Twitter […]
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Real-World Equity Issues in the Mathematics Classroom

UCL Institute of Education
Suman Ghosh discusses how and why secondary school mathematics teachers might situate real-world equity issues in their lessons. Real-world equity […]
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How can we construct more inclusive pedagogy?

University of Cambridge
Geoff Hayward is the Head of Faculty at University of Cambridge Department of Education. Previously at the University of Oxford […]
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