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Maths and Science 2016

Working out what works

Maths and Science 2016

Saturday 11th June 2016

Mathematical Institute,

University of Oxford

Sponsored by


Welcome to

research

Maths and Science

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Welcome to researchED Maths and Science, the first

collaboration between Oxford University Press and

researchED. We’re delighted to be in the striking and

monastic elegance of the Andrew Wiles Building for a day

of challenge, debate, discussion, sharing and collaboration.

We’ve gathered some of the finest minds in maths and

science education from the UK (and beyond) to discuss

what the best research tells us about the fascinating and

vital pursuit of educating children in these subjects.

A day at researchED is unlike any other conference; we

bring together voices from all strata of the educational

ecosystem – teachers, academics, leaders, researchers and

everyone else – and give them a platform to share and

scrutinize ideas. The aim is to raise research literacy, drive

better research, and create better relationships between

everyone affected by research.

Every speaker has given their time for free, and that spirit

of contribution and altruism is the backbone of what today

is about. Share what you take away, and we hope you

have a fantastic day along the way.

Best wishes

Tom Ben nett

Founder, researchEd

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Welcome to

Oxford

Oxford University Press is proud to be supporting

the first researchED Maths and Science conference.

As co-hosts, we’re delighted to welcome you to

the Mathematical Institute which is just a stone’s

throw from the Press buildings here in the Radcliffe

Observatory Quarter.

researchED is an organization with aims that very

much complement our own. As a department of the

University of Oxford, our mission is to further its

objective of excellence in research, scholarship, and

education by publishing worldwide. We therefore

jumped at the opportunity to join forces for this

inaugural event that will bring the very best maths

and science research closer to the classroom.

Familiar to millions around the world for our

dictionaries, we’re also the UK’s leading schools

publisher, producing high-quality resources to support

teachers and students across a range of subjects. We

are passionate about the difference a quality education

can make to the life chances of children all over the

world, and believe that STEM subjects are a key

component.

We have thoroughly enjoyed working with Tom and

the researchED team on the programme for this highly

anticipated event. We hope that you enjoy today’s

fantastic line-up of speakers and sessions just as much!

Claire Varlet-Baker

UK Schools Publishing Director

Oxford University Press

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Aims and values

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To raise the research literacy of educators,

in order for them to possess the critical skills

necessary to challenge and understand the

quality of research they encounter.

To bring together as many parties affected

by educational research – e.g. teachers,

academics, researchers, policy makers,

teacher-trainers – in order to establish healthy

relationships where field-specific expertise is

pooled usefully.

To promote collaboration between

research-users and research-creators so that

educators become more involved in the

questions posed for research to answer, the

data generated in that process, and in the

consideration of the meaning of that data.

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To help educators become as aware as possible

of significant obstacles – e.g. biases – in their

own understanding of learning and education,

and to locate the best methods of empirical

enquiry and analysis in those fields.

To promote, where possible, research of

any discipline that has been shown to have

significant evidence of impact in education,

and to challenge research that lacks integrity,

or has been shown to be based on doubtful

methodologies.

To explore ‘what works’ in the field of

education, and to explore what the concepts

contained in that statement might mean,

as well as to consider the limitations of

scientific enquiry in this area as well as the

opportunities.

Order of the day

09:00–09:45 Registration

09:45–10:00 Welcome (in L1)

10:10–10:50 Session One

11:00–11:40 Session Two

11:50–12:30 Session Three

12:30–13:10 Lunch

13:10–13:50 Session Four

14:00–14:40 Session Five

14:40–14:55 Refreshments

14:55–15:35 Session Six

15:45–16:25 Session Seven

16:35–16:50 Plenary (in L1)

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Session One 10:10–10:50

L1

Amir Sariaslan

Causes and effects in the social sciences: how much do we really know?

It has been long demonstrated that different measures of early exposure to low socioeconomic

status are linked to later adverse outcomes, including poor school performance. However, it remains

unclear to what extent such associations reflect truly causal associations or whether they are simply

explained by familial differences in the population. Amir will discuss the issues of causal inference

in the social sciences by drawing on examples from the behaviour genetic literature and a series of

recently published family-based studies.

L3

David Reynolds

Effective teaching: change, controversy and research in the UK

over 30 years

This session will look at the controversies that have plagued the issue of what is effective teaching,

from ‘progressive’ methods in the 1970s and 80s through to ‘whole class interactive’ methods

from the 2000s and then to the more radical ‘metacognitive’ and collaborative group work based

approaches that are effective, necessary but underutilized. The need for high quality classroom

observation systems, high quality CPD and further research into teacher effectiveness is emphasized.

L4

Peps Mccrea

Memorable maths teaching: leveraging memory to build deep and

durable learning in the mathematics classroom

This session will introduce the key components of our memory system, explain their roles in the

context of classroom learning, and outline a set of strategies that we can leverage in the pursuit of

deep and durable learning. It will build on concepts such as Cognitive Load Theory, Variation Theory

and Distributed Retrieval, and explore implications both at the level of practice, as well as how to

design systems for supporting memorable teaching.

L6

Plonie Nijhof

& Rodica

Ernst-Militaru

How teaching metacognitive skills changes teachers and students

Rodica and Plonie have watched teachers change their teaching behaviour in classrooms once they

start thinking about how students learn. In this session they will discuss their findings from schools

who have implemented the 3M metacognitive model in maths lessons to help students improve

their problem solving skills. Rodica and Plonie will show what effects there are and how teaching

behaviour changes during the experiment.

Class 1

Michelle

Meadows

& Steve Holmes

Judging the difficulty of maths and science exam questions: sources of

bias in expert judgements

A presentation of research into the gap between experts’ judgments of expected question difficulty

and how well students actually perform on GCSE maths and science questions. In particular, Michelle

and Steve will explore the characteristics of these questions which can bias estimates of difficulty.

This work will be of interest to teachers who routinely have to make these judgments when

assessing students, writing tests, or making GCSE tier entry decisions.

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Session Two 11:00–11:40

L1

Tom Bennett

researchED: a teacher revolution from the ground up

researchED is a grass-roots, cottage movement that started from a tweet and mushroomed out of

anyone’s control within a year. Tom Bennett, the founder and wrangler of this project talks about the

possibilities offered by reconnecting teaching with research, the boundless opportunities that social

media now affords the connected educator, and what this means for the landscape of teaching in

the future.

L3

Ian Horsewell

Research sceptics and research deniers: changing minds

A session on ‘quick wins’ but in the staff room rather than the classroom. Examples of clear researchbased

strategies and answers to common claims about irrelevance of data to an individual classroom.

L4

Mary

Whitehouse

Best evidence science teaching

The University of York Science Education Group (UYSEG) has an international reputation for its

curriculum development work. In this session Mary will look at some of the evidence that will

inform UYSEG’s new 11–14 science project and invite discussion of the current challenges in science

teaching and learning science at 11–14.

L6

Kris Boulton

The genius of Siegfried Engelman: a comprehensive theory of how to

teach pretty much everything

Did you know there are different types of knowledge? Do you stop to think what type of knowledge

you’re trying to teach, before you teach it? Engelman did. He mapped out the different types of

knowledge, and then explained in detail how to communicate each type so that everyone could

learn it. Is it the ultimate guide to teaching?

Class 1

Dr Fong,

Cassy Turner &

Sue Lowndes

What do we know about the Singapore approach to teaching

mathematics?

This is a seminar and panel session led by Dr Fong who has been instrumental in the development

of maths education in Singapore for over 20 years. He will be joined by leading maths education

experts, Cassy Turner from the USA and Sue Lowndes from the UK. They will consider what has

been learned in implementing this approach outside Singapore; what do we know, what have we

learned and what are we doing in the UK?

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Session Three 11:50–12:30

L1

Hosted by

Richard Adams

Panel debate

Join the Guardian’s education editor Richard Adams as he welcomes an expert panel to discuss some

of the key issues in maths and science education. Expect a lively and challenging panel debate and

Q&A session.

L3

Andrew

Chandler-Grevatt

Science classroom assessment: lessons from the Activate project

Tasked with creating an assessment framework to underpin the Key Stage 3 Science scheme of

work, Andy reflects on his experiences of the Activate project so far. Andy will reveal the key sources

of evidence and the types of research carried out to develop, revise and improve the framework.

He will discuss the tensions between theory, policy and practice in creating an evidence-informed,

practical product that is usable in science classrooms and relevant in the turbulent policy landscape

of schools.

L4

Bruno Reddy

Live research into times tables recall speed and affective measures

Take part in some live research, meet some of the fastest times tablers in the country and hear about

the early stages of research that Bruno is doing with Cambridge and Southampton universities.

Armed with a gargantuan dataset and some surveys written for PISA, Bruno will explore the

interplay between times tables recall, maths anxiety, locus of control and maths self-concept.

L6

Tony Sherborne

Failure is not an option: Mastery Learning in science

When Benjamin Bloom wasn’t taxonomizing, he had Apollo-like dreams: that the ideal 1:1 teaching

situation could be replicated for whole classes, allowing all students to succeed. The result, Mastery

Learning, is a formative assessment system, quite distinct from AfL practice. Tony will explore the

evidence base and look at how schools are implementing it with the new KS3 science syllabus.

Class 1

Kevin Silber

Maths anxiety: what it is, why it develops, and how research can feed

into the teaching of maths

Ideas around the teaching of maths have varied greatly throughout the last 50 years or so. Whether

or not maths anxiety has always been present but was previously ignored is a moot point. What is

clear is that there are currently multiple sources of research evidence that maths anxiety is a major

barrier to learning for some children. This workshop will explore this evidence and hopes to stimulate

discussion around possibilities for a more embedded approach to early maths education.

Class 2

Natasha Plaister

& Jessica

Rowson

Improving gender balance in A level physics

The proportion of girls taking A level physics has remained at around 20% for the last 30 years.

The Institute of Physics has been working on understanding why this is the case and what can be

done about it. This session will outline the findings of their latest project, Improving Gender Balance.

Natasha and Jessica will be talking about what works in theory and in practice, and what the

Institute plans to do next.

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Session Four 13:10–13:50

L1

Mark McCourt

Teaching for mastery: what it is, what it isn’t and why you are being

lied to

In this session, Mark will get to the heart of teaching for mastery. He will explore the model in depth

and discuss how it might be practically applied in the classroom. Mark will outline the history behind

teaching for mastery and give examples of how it might look in practice. This session is suitable for

both maths and science teachers. If you would like to understand more about teaching for mastery,

come along and leave with some ammunition to fight off fads.

L3

David Cotton

Real research for real students

Find out about how you can get involved in the Institute for Research in Schools, CERN@school

project, a programme designed to inspire the next generation of scientists by offering access to real

CERN technology. David’s talk will focus on the research the students do and how doing it has been

great for their academic and personal development.

L4

Jack Marwood

10 things you should know about primary maths

Which are the threshold concepts which children find hardest to grasp? What do children need to

know to become numerically fluent? And what do the best researchers into mathematical education

have to teach us? Jack Marwood explores the key ideas which every teacher should know about

primary maths.

L6

Nick Rose

Science misconceptions: why is changing someone’s mind so difficult?

The prevalence and stubbornness of science misconceptions presents a particular barrier for student

achievement. A traditionally recommended technique for overcoming misconceptions in science is

to induce ‘cognitive conflict’. This talk will explore some evolutionary and cognitive psychological

explanations for why misconceptions are so prevalent and stubbornly resist this technique, and will

discuss some possible implications for science teaching in light of advancements in psychology.

Class 1

Andrew Old

Weasel words in maths

If maths teachers are to learn from researchers, we will need to know if we all mean the same

thing by ‘understanding’, ‘mastery’ or even ‘mathematics’. Come to this session to take part in

a discussion about what words we can all use, and what are the ‘weasel words’ we should learn

to avoid.

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Session Five 14:00–14:40

L1

Yana Weinstein

A student’s journey through learning: how can cognitive

psychologists help?

In the first part of her session, Yana will discuss a research project looking at students’ learning

experiences from a cognitive psychology perspective. The second part will be dedicated to science

communication. Yana will be sharing what she has learned so far through this process, and asking

the audience for feedback and suggestions on how to improve the teacher-researcher dialogue.

L3

Barry Garelick

Math education in the US: still crazy after all these years

In this session, Barry will explore US Common Core Math Standards against the backdrop of the

math reform agenda that has been playing out for many years in the US. Barry will look at how

Common Core lends itself to interpretations and implementations along the reform math agenda,

and how such agenda mischaracterizes how traditional math was carried out successfully for years.

L4

Helen Rogerson

How does a regular classroom teacher engage with research?

In this session, Helen will draw on her experiences to talk about how teachers can find out about

research, what impact it might have on their practice and how they can get involved with it. There

are challenges of moving from theory into practice: are they possible to overcome and if so how?

L6

Charles Tracy &

Andrea Rialas

Connecting physics teachers with physics education research

In this session, Charles and Andrea will be talking about a new tool the Institute of Physics is

developing that will connect teachers with physics education research. You will find out how this

new tool will enable teachers to evaluate how they teach a physics topic and why they teach it

that way.

Class 1

Charlie Stripp

Learning from Shanghai: the England China maths teacher exchanges

In 2014 and 2015 the NCETM, working with the Maths Hubs, ran two teacher exchanges with

Shanghai, one for primary maths and one for Key Stage 3 maths. This session will describe the

exchanges, what we learned and how what we learned is now influencing maths teaching in many

schools across England.

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Session Six 14:55–15:35

L1

Hosted by

Richard Adams

Panel debate

Join the Guardian’s education editor Richard Adams as he welcomes an expert panel to discuss some

of the key issues in maths and science education. Expect a lively and challenging panel debate and

Q&A session.

L3

Jeremy Hogden

Reasons to be cheerful about maths education

Drawing on a number of large research projects, Jeremy will discuss the current state of mathematics

education in England and how we might tackle the challenges ahead.

L4

Debbie Morgan

Teaching with variation: China’s secret to success

Teaching with variation is generally perceived as one of the most valuable experiences within

the Chinese mathematics education community and is claimed by many to be the secret to the

high performance of Chinese pupils. Contrary to the description, it does not mean teaching with

variety. This session will draw from the research literature and observations of classroom practice to

understand what it is and its potential to support mathematics learning.

L6

Jennifer Day

Thinking, Talking and Doing Science

The Thinking, Talking, Doing science project is a collaboration between Oxford Brookes University,

Science Oxford, Astra Zeneca Science Teaching Trust and 42 local primary schools. In this session

Jennifer will discuss the implications of this project for Key Stage 2 teachers. She will also give

examples as to how a practical approach to teaching ‘tricky’ scientific concepts can enable teachers

to ensure progress for all children in science.

Class 1

Dr Paul

MacLellan

Bridging the gap between research and the science classroom

With such a conceptual gulf between education research and the science classroom, how can

teachers know how to improve their teaching? We’ve spoken to researchers and science teachers to

find out what is being done, what effect it is having, and what teachers can do themselves.

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Session Seven 15:45–16:25

L1

Robin Millar

What can research contribute to improving subject teaching?

To what extent (and in what ways) can research in science education help a teacher who is planning

to teach a science topic? This talk will argue for a positive view of the potential contribution of

research to practice in science education, by teasing out the complex relationships between research

and practice and exploring the idea of ‘evidence-informed’ practice.

L3

James de Winter

What messages does physics education research have to share?

A whirlwind tour through some of the key messages that have emerged from the physics education

research (PER) community over the last 30 years or so. The aim of this session is to draw out some

highlights from this body of research and then look to make some suggestions for what physics

teachers might want to consider, challenge or change about what we do in the classroom.

L4

Helen Drury

Myths around mastery

Mastery is suddenly everywhere! Or is it? In this session Helen will highlight and dispel some of

the myths around mastery, and share the key principles and pedagogic strategies adopted by 350+

Mathematics Mastery partner schools over the past four years. researchED will also see the launch of

the Mathematics Mastery primary and secondary programmes of study for 2016/17. Helen will take

a look at the principles underpinning their design and consider their relationship with the evidence.

L6

Dr Christian

Bokhove

Mathematics: skills, understanding or both?

Many discussions within mathematics education have focused on what is more important: skills or

understanding. On one hand, people like to point out the decline of skills like solving equations. On

the other, that mimicking a recipe might not lead to understanding. Who is right? In this session

Christian will give an overview of some educational and psychological research on this topic and will

also cover some elements from international assessments like PISA and TIMSS.

Class 1

Bodil Isaksen

Knotty problems: 10 things knitting tells us about the science of

learning

Bodil, a 26-year-old going on 86, recently learned how to knit. She couldn’t help but relate her new

hobby to educational research and cognitive science. Hear this blogger and Head of Maths spin a

yarn about the science of learning through the power of analogy.

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Speakers

Richard Adams is the Guardian’s

education editor, and writes on all sectors

including schools and government policy.

He went to school in New Zealand so has

no relevant anecdotes. Richard will be

chairing the panel sessions.

Tom Bennett is a teacher and the

Director of researchED. He writes a

weekly column for the TES and is author

of four books on teacher-training,

behaviour management and educational

research. Tom currently advises the

Department for Education on behaviour

and Initial Teacher Training.

Dr Christian Bokhove is

a specialist on the use of ICT in

mathematics education. Christian is

interested in combining theory and

practice, quantitative and qualitative

methods, procedural fluency and

conceptual understanding, as he feels

that bridging the gap between them

benefits us all.

Kris Boulton currently works as

Deputy Head of Mathematics for King

Solomon Academy. He regularly delivers

training to groups ranging from trainees

to head teachers, has written for the

Sunday Times, the Times Educational

Supplement, and is a regular contributor

to the TES Subject Genius section.

Dr Andrew Chandler-Grevatt

has a PhD in school assessment and

a real passion for science teaching

and learning. Alongside his national

and international research in school

assessment, Andy is a teaching fellow

on the PGCE course at the University

of Sussex, and is a successful published

assessment author and editor.

David Cotton has been teaching

physics in schools and colleges around

the North West for 15 years and

currently teaches A level physics at

Cardinal Newman College in Preston.

David is a Physics Network Coordinator

and editor of talkphysics.org for the

Institute of Physics.

Jennifer Day is science lecturer

and leader of the Primary PGCE

course at Oxford Brookes University.

Jennifer is currently researching trainee

teachers’ acquisition of scientific subject

knowledge. She is also writing about

the use of dioramas to teach challenging

scientific concepts at KS2 such as

evolution.

Dr Helen Drury has more than a

decade of experience as a mathematics

teacher, Head of Mathematics and senior

leader in both rural and challenging

urban schools. She is founding director of

Mathematics Mastery and is passionate

about bringing research and best practice

into the classroom.

Rodica Ernst-Militaru has been

teaching maths at the Dutch Udens

College in the Netherlands, since 2003.

She is also a teacher researcher and

research coordinator at her school.

Together with research partners from

Hermann Wesselink College and

Maastricht University she has been

involved in developing and implementing

the 3M model.

Dr Fong Ho Kheong is an

internationally-renowned author and

senior Mathematics Specialist with the

Regional Centre for Education in Science

and Mathematics in Malaysia. Dr Fong is

the author of the mathematics textbook

series currently used in all state schools in

Singapore, and has published more than

100 journal articles and research reports.

Barry Garelick is a teacher and

advocate for better mathematics

programs in US Schools. He is co-founder

of the US Coalition for World Class Math,

which has provided extensive comments

on the deficiencies of the Common

Core standards for mathematics. He has

taught maths at the middle and high

school levels in California where he

currently resides.

Dr Stephen Holmes is a Research

Fellow at Ofqual where he has worked

since May 2013. He has been lead

researcher on a number of projects,

particularly relating to maths and

science GCSEs. Prior to that he spent

ten years as a Postdoctoral Research

Fellow in Psychology at the University of

Birmingham and Aston University.

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Jeremy Hodgen has published

widely on mathematics education,

teacher education, assessment,

international comparisons and standards

over time. His current research includes

studies of low attainment, ways

of grouping students and primary

numeracy. He is an editor of Research in

Mathematics Education and a member of

the Advisory Committee on Mathematics

Education in London.

Ian Horsewell is an experienced

science teacher, currently working as a

Teaching and Learning Coach as part of

the Stimulating Physics Network. Ian is

a Chartered Science Teacher, accredited

by the ASE. He also blogs and tweets as

Teaching of Science.

Bodil Isaksen is a maths teacher,

author and Teach First Ambassador. She

combines teaching traditions from the

Far East with pioneering insights from

cognitive science to create a maths

department which enables every pupil to

succeed at the highest level. Her driving

belief is that with dedication, support and

a quality education every child can be a

‘natural mathematician’.

Sue Lowndes is the Professional

Development leader for Inspire Maths

and UK expert in the Singapore approach

to teaching mathematics. Sue has taught

the full age range from primary to

graduate level. Over her 30 year career

Sue has also worked as a consultant,

editor and author, most recently in

Singapore, USA and the Kingdom of

Saudi Arabia.

Dr Paul MacLellan is Education

in Chemistry’s deputy editor. EiC has

been supporting chemistry teachers

for over 50 years and focuses on what

works in science education. Paul, a

former research chemist, is interested in

how online teaching communities can

bridge the gap between research and the

classroom.

Jack Marwood is a primary school

teacher and education writer. He has

contributed to the Times Educational

Supplement, Schools Week and the

Guardian. His writing questions many

of the assumptions made about

education, and he is a firm advocate of

using evidence to justify opinions. He is

currently working on a teacher’s guide to

education data.

Mark McCourt is the Chief

Executive of La Salle Education and

founder of the Teacher Development

Trust. Having spent many years as

a Director at the National Centre

for Excellence in the Teaching of

Mathematics (NCETM), Mark is an

expert in all aspects of mathematics

teaching and learning and has been

a driving force in raising standards in

mathematics education.

Peps Mccrea is Subject Leader for

Secondary Mathematics Education at

the School of Education, University of

Brighton. His research includes teacher

learning, online education and lesson

planning. Alongside this, he has been

a National Curriculum Advisor for the

Department for Education, an external

examiner at the Open University, and is

the Founder of Staffrm.

Dr Michelle Meadows is

Executive Director for Strategy Risk and

Research at Ofqual and an Honorary

Research Fellow at the University of

Oxford Department of Education. She

is responsible for the development of

Ofqual’s regulatory strategy; research

that supports the development

and implementation of high stakes

assessment; and the evaluation of

standards over time and between

awarding organizations.

Robin Millar is Emeritus Professor

of Science Education at the University

of York. His main research interests are

teaching and learning in science, science

curriculum design and development, and

the assessment of science learning. He

has directed (or co-directed) several large

research and curriculum development

projects, including Twenty First Century

Science, and is a member of the Science

Expert Group for the OECD PISA study.

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Speakers

Debbie Morgan is Director of

Primary Mathematics at the National

Centre for Excellence in the Teaching of

Mathematics (NCETM). She has previous

experience as a primary teacher, head

teacher, Mathematics Advisor, Senior

Lecturer in Mathematics Education and

Director of the Mathematics Specialist

Teacher Programme. She currently leads

the England China Exchange Project.

Plonie Nijhof has been a maths

teacher for 30 years at the Dutch

Hermann Wesselink College in

Amstelveen. In January the school hosted

the researchED Amsterdam conference.

In collaboration with Maastricht

University she researches the effect of

teaching metacognitive skills explicitly in

mathematics classrooms.

Andrew Old is a maths teacher and

blogger. He has contributed to several

books on education and writes a monthly

review of the education blogosphere for

Schools Week. His blog Scenes from the

Battlefield is often identified as being

one of the most influential teacher blogs.

Additionally, Andrew collates and curates

a huge range of education blogs on his

sister site The Echo Chamber.

Natasha Plaister is the Project

Coordinator for the Institute of Physics’

gender balance projects. These projects

look at why there is such a persistent

gender imbalance in physics A level and

beyond, and how we can redress the

balance. She has worked in education

for over 10 years, with previous roles

including running school support

projects.

Bruno Reddy was a founding

teacher and former Head of Maths at

King Solomon Academy where he was

responsible for the roll-out of blended

learning. He is a Google Certified

Teacher, Google presenter and trainer

and uses tech (a lot) in and out of the

classroom. Bruno has played a key role

in promoting a mastery approach to

mathematics.

David Reynolds is Professor

in Education at the University of

Southampton. David has run courses

across the UK and has an international

reputation for his work on school

effectiveness, school improvement,

teacher effectiveness and dyslexia.

He has edited or been on the editorial

boards of six international journals. David

has a particular interest in trying to get

research into influencing educational

policies.

Andrea Rialas completed her

MPhys this summer and now works on

curriculum and research into education

based projects at the Institute of Physics.

She is coordinating the PIPER project

which aims to connect more teachers

with physics education research.

Helen Rogerson has been a science

teacher for eleven years, and a head of

department for three of those. Helen

is passionate about teaching students

how science works and making links

between science and real life. Alongside

teaching, Helen is a member of the TES

Science teacher panel and Chair of the

Association of Science Education West of

England Regional Committee.

Nick Rose worked with stroke and

head injury patients before gaining

a postgraduate research post in

parapsychology. He trained as a science

teacher but has gravitated towards

teaching psychology. He currently works

as a leading practitioner for psychology

and research at Haileybury Turnford

Academy in Hertfordshire. He also writes

the Evidence into Practice blog which

was shortlisted for a TES award.

Jessica Rowson is the Girls in

Physics Project Manager at the Institute

of Physics. These projects investigate the

reasons why there is a gender imbalance

at physics A level, and what active steps

can be taken to redress the imbalance.

Prior to this role, she was a physics

teacher in South East London and has a

background in structural engineering.

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Amir Sariaslan is a Postdoctoral

Researcher at the University of Oxford’s

Department of Psychiatry. His research

interests mainly concern assessing

the etiological links between severe

mental illnesses, violence, substance

misuse and injuries through the use of

quasi-experimental research designs in

combination with large-scale registry

data.

Tony Sherborne is Creative Director

at Sheffield Hallam University’s Centre for

Science Education. Tony is the Founder

of science upd8 and Director of Wikid,

an inquiry-based Key Stage 3 curriculum.

He has been an advisor to government

organizations, examining boards and

publishers. Prior to this, he worked for

BBC Education and taught for 8 years in

UK and international schools.

Kevin Silber is a Senior Lecturer in

psychology at the University of Derby.

He started life as a neuroscientist and

teaches not only biological psychology

modules, but philosophical psychology,

schizophrenia and neuropsychology.

Kevin works in outreach liaison between

the university and local schools and

colleges. He is an experienced A level

examiner and has also written a number

of books.

Charlie Stripp is the Chief

Executive of Mathematics in Education

(MEI) and Director of the National

Centre for Excellence in the Teaching

of Mathematics (NCETM). He taught

mathematics in the state sector for 10

years, both in secondary schools and in

a large further education college. Charlie

has extensive experience in teacher

professional development, curriculum

development and assessment in

mathematics.

Cassy Turner is an acclaimed

presenter and internationally recognized

expert on the Singapore approach to

teaching and learning mathematics.

She is the co-author of a math training

manual approved by the State of

California and presenter for the Bureau of

Education & Research. She has served on

the Board of Liberty Common (Charter)

School, and worked with the Middle

School Mathematics Institute in the US.

Mary Whitehouse co-directs both

the York Science Project and the Twenty

First Century Science Project and is a

member of the University of York Science

Education Group. She has taken part in

a number of major curriculum projects

including Science in Society and SATIS

with ASE, Advancing Physics with the

IOP and OCR, and Twenty First Century

Science with OCR, UYSEG and Nuffield.

Yana Weinstein is an Assistant

Professor at University of Massachusetts,

Lowell and co-founder of Learning

Scientists. The broad goal of her research

is to help students make the most of their

academic experience. Yana’s research

interests lie in improving the accuracy of

memory performance and the judgments

students make about their cognitive

functions.

James de Winter is Associate

Lecturer in Science Education at the

University of Cambridge. He also works

for the Science Learning Centre East of

England developing and delivering CPD

for teachers as well as consulting on

various science and physics education

projects. He is an editorial associate

for School Science Review and is on

the reviewing panel for the Journal of

Teacher Development.

Charles Tracy is the Head of

Education at the Institute of Physics.

Charles started teaching in Hertfordshire

in 1987. He worked as a physics teacher,

Head of Physics, Head of Science and an

adviser, and joined the Institute in 2006.

Over the years, he has written textbooks,

been involved in curriculum development

and led subject based CPD sessions for

teachers.

15


esearch

Venue

ED

Maths and Science

research

L1

L3

L4

ED

L6

C1

C2

Mathematical Institute

University of Oxford

Andrew Wiles Building

Radcliffe Observatory Quarter

Woodstock Road

Oxford

OX2 6GG

For travel and accessibility information visit:

www.maths.ox.ac.uk/about-us/travel-maps

Join in the debate #rEDmatsci

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