SSR Bibliography

Alexander, R. (2004) “Still no pedagogy? principle, pragmatism and compliance in primary education”, Cambridge Journal of Education, 34(1), pp. 7-33.

​

Alexander, R. (2020) A dialogic teaching companion. Abingdon, Oxon: New York, NY.

 

Archer, L., Moote, J. and MacLeod, E. (2020) “Learning that physics is ‘not for me’: Pedagogic work and the cultivation of habitus among advanced level physics students”, Journal of the Learning Sciences, 29(3), pp.347-384.

​

ASPIRES (2013) Young people’s science and career aspirations, age 10–14. London: Department of Education and Professional Studies, King’s College London. Available at: https://discovery.ucl.ac.uk/id/eprint/1560142/1/SSR%20June%202017%20118-124%20Nomikou%20et%20al.pdf (Accessed: 12 August 2021).

​

Atkinson, L., Dunlop, L., Bennett, J., Moore, A. and Fairhurst, P. (2020) “Best Evidence Science Teaching: research evidence in action”, School Science Review, 102(379), pp.55-63.

​

Beetham, H. and Sharpe, R. (2020) “An introduction to rethinking pedagogy”, in Beetham, H. and Sharpe, R. (eds) Rethinking pedagogy for a digital age: principles and practices of design. 3rd edn. New York: Routledge, pp. 1-14.

 

Best Evidence Science Teaching (BEST) (2021) Best Evidence Science Teaching. Available at: https://www.stem.org.uk/best-evidence-science-teaching (Accessed: 12 August 2021).

 

Brunton, G., Stansfield, C., Caird, J. and Thomas, J. (2017) “Finding relevant studies”, in Gough, D., Oliver, S. and Thomas, J. (eds) An introduction to systematic reviews. 2nd edn. Los Angeles: SAGE, pp. 93-122.

 

Cherry, M. G., Smith, H., Perkins, E. and Boland, A. (2017) “Reviewing qualitative evidence”, in Boland, A., Cherry, M. G. and Dickson, R. (eds) Doing a systematic review: a student's guide. 2nd edn. Los Angeles: SAGE, pp. 193-222.

​

Coe, R. and Aloisi, C. and Higgins, S. and Major, L. E. (2014) What makes great teaching? review of the underpinning research, Project Report. London: Sutton Trust. 

​

Cooke, A., Smith, D. and Booth, A. (2012) “Beyond PICO: The SPIDER tool for qualitative evidence synthesis”, Qualitative Health Research, 22(10), pp. 1435–43.

​

Critical Appraisal Skills Programme (2018). CASP Qualitative checklist. Available at: https://casp-uk.net/wp-content/uploads/2018/01/CASP-Qualitative-Checklist-2018.pdf (Accessed: 14 July 2021).

 

Critical Appraisal Skills Programme (2020). CASP randomised controlled trial checklist. Available at: https://casp-uk.net/checklists/casp-rct-randomised-controlled-trial-checklist-fillable.pdf (Accessed: 15 January 2024).

 

De Winter, J. and Airey, J. (2019) “What makes a good physics teacher? Views from the English stakeholder community”, Physics Education, 55(1):015017.

 

DfE (2016) ‘Specialist and non-specialist’ teaching in England: extent and impact on pupil outcomes. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/578350/SubjectSpecialism_Report.pdf (Accessed: 23rd August 2021).

 

Dickson, R., Cherry, M. G. and Boland, A. (2017) “Carrying out a systematic review as a master’s thesis”, in Boland, A., Cherry, M. G. and Dickson, R. (eds) Doing a systematic review: a student's guide. 2nd edn. Los Angeles: SAGE, pp. 1-20.

 

Duit, R., Gropengießer, H., Kattmann, U. Momorek, M and Parchmann, I. (2012) “The mode of educational reconstruction – a framework for improving teaching and learning in science”, in Jorde, D. and Dillon, J. (eds) Science education research and practice in Europe: retrospective and prospective. Rotterdam: SensePublishers, pp. 13-38.

 

Duit, R., Niedderer, H and Schecker, H. (2007) “Teaching Physics”, in Abell, S. K. and Lederman, N. G. (eds) Handbook of research on science education. New York: Routledge, pp. 599-630.

 

Fischer, H. E. and Neumann, K. (2012) “Video analysis as a tool for understanding science instruction”, in Jorde, D. and Dillon, J. (eds) Science education research and practice in Europe: retrospective and prospective. Rotterdam: SensePublishers, pp. 115-140.

 

Gough, D., Oliver, S. and Thomas, J. (2017) “Introducing systematic reviews”, in Gough, D., Oliver, S. and Thomas, J. (eds) An introduction to systematic reviews. 2nd edn. Los Angeles: SAGE, pp. 1-18.

 

Greenhalgh, J. and Brown, T. (2017) “Quality assessment: where do I begin?”, in Boland, A., Cherry, M. G. and Dickson, R. (eds) Doing a systematic review: a student's guide. 2nd edn. Los Angeles: SAGE, pp. 107-130.

 

Hake, R. R. (2002) “Assessment of physics teaching methods”, Proceedings of the UNESCO-ASPEN Workshop on Active Learning in Physics, Univ. of Peradeniya, December, pp. 2-4.

 

Harrison, M. (2016) “Making practical work work: using discussion to enhance pupils' understanding of physics”, Research in Science & Technological Education, 34(3), pp. 290–306.

 

Hattie, J. (2009) Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

 

Heywood, D. and Parker, J. (2010) The pedagogy of physical science. Dordrecht: Springer.

 

Hill, H. C. (2009) “Evaluating value-added models: a validity argument approach”, Journal of Policy Analysis and Management, 28(4), pp. 700–709. 

 

Howe, C., Ilie, S., Guardia, P., Hofmann, R., Mercer, N. and Riga, F. (2015) “Principled improvement in science: forces and proportional relations in early secondary-school teaching”, International Journal of Science Education, 37(1), pp. 162–184.

 

Institute of Physics (2021a) Challenging common misconceptions when teaching physics. Available at: https://spark.iop.org/misconceptions-blogs (Accessed: 4 June 2021).

​

Institute of Physics (2021b) Misconceptions. Available at: https://spark.iop.org/misconceptions (Accessed: 4 June 2021).

 

Kind, V. and Taber, K. (2005) Science: teaching school subjects 11-19. 1st edn. Florence: Taylor and Francis (Teaching School Subjects 11-19).

 

Kirschner, P. A. (2009) “Epistemology or pedagogy, that is the question”, in Tobias, S. and Duffy, T. M. (eds) Constructivist instruction: success or failure? New York: Routledge, pp. 144-157.

 

Ko, J., Sammons, P. and Bakkum, L. (2013) Effective teaching: a review of research and evidence. Reading: CfBT Education Trust.

 

Kopp, K. N. (2014) Teaching science today. 2nd edn. Huntington Beach, CA: Shell Educational Publishing.

 

Leach, J. (2002) “Students' understanding of the nature of science and its influence on labwork”, in Psillos, D. and Niedderer, H. (eds.) Teaching and learning in the science laboratory. Dordrecht: Kluwer Academic, pp. 41-48.

 

Lopes, J. B., Cravino, P. and Silva, A. A. (2010) Effective teaching for intended learning outcomes in science and technology (metilost). New York: Nova Science.

 

Lunetta, V. N., Hofstein, A., Clough M. P. (2007) “Learning and teaching in the school science laboratory: an analysis of research, theory, and practice”, in Abell, S. K. and Lederman, N. G. (eds) Handbook of research on science education. New York: Routledge, Chapter 15. Available at: https://learning.oreilly.com/library/view/handbook-of-research/9780805847130/23_chapter15.xhtml (Accessed: 2 June 2021).

 

Manley, H. (2017) School-based counselling interventions for the reduction of anxiety in primary school children: a systematic review. MA Education thesis. Oxford Brookes University. Available at: https://moodle.brookes.ac.uk/mod/resource/view.php?id=1452423 (Accessed: 17 August 2021).

 

Meltzer, D. E. and Otero, V. K. (2015) “A brief history of physics education in the United States”, American Journal of Physics, 83(5), pp.447-458.

​

Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H. and Earl, L. (2014) “State of the art – teacher effectiveness and professional learning”, School Effectiveness and School Improvement, 25(2), 231-256.

 

Muijs, D. and Reynolds, D. (2018) Effective teaching: evidence and practice. 4th edn. London: SAGE Publications.

 

Murphy, P. (1996) “Defining pedagogy”, in Murphy, P. and Gipps, C. V. (eds) Equity in the classroom: towards effective pedagogy for girls and boys. London: Falmer Press, pp. 9-22.

 

Neal, D. (2010) “Aiming for efficiency rather than proficiency”, Journal of Economic Perspectives Volume, 24(3), pp. 119-132.

​

Osborne, J. and Dillon, J. (2008) Science education in Europe: critical reflections (Vol. 13). London: The Nuffield Foundation.

 

Ouzzani, M., Hamady, H., Fedorowicz, Z. and Elmagarmid, A. (2016) “Rayyan — a web and mobile app for systematic reviews”, Systematic Reviews, 5(1), pp. 1–10. 

 

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E. and Chou, R. (2021) “The PRISMA 2020 statement: an updated guideline for reporting systematic reviews”, British Medical Journal, 372:n71.

 

Psillos, D. and Niedderer, H. (2002a) “General introduction”, in Psillos, D. and Niedderer, H. (eds.) Teaching and learning in the science laboratory. Dordrecht: Kluwer Academic, pp. 1-6.

 

Psillos, D. and Niedderer, H. (2002b) “Issues and questions regarding the effectiveness of labwork”, in Psillos, D. and Niedderer, H. (eds.) Teaching and learning in the science laboratory. Dordrecht: Kluwer Academic, pp. 21-30.

 

Robson, C. and McCartan, K. (2016) Real world research: a resource for users of social research methods in applied settings. 4th edn. Chichester, United Kingdom: Wiley.

 

Ruthven, K., Mercer, N., Taber, K. S., Guardia, P., Hofmann, R., Ilie, S., Luthman, S. and Riga, F. (2017) “A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention”, Research Papers in Education, 32(1), pp.18-40.

 

Shulman, L. S., (1986) “Those who understand: knowledge growth in teaching”, Educational researcher, 15(2), pp.4-14.

 

Stronge, J. H. (2007). Qualities of effective teachers. 2nd edn. Alexandria, VA: Association of Supervision and Curriculum Development.

 

Sutton, C. (2005) “Well, Mary, what are they saying here?”, in Levinson, R. (ed.) Teaching science. London: Routledge in association with the Open University, pp. 60-75.

 

Thomas, G. (2017) How to do your research project: a guide for students. 3rd edn. Los Angeles: SAGE.

 

Thomas, J. O’Mara-Eves, A. Harden, A. and Newman, M. (2017) “Synthesis methods for combining and configuring textual or mixed methods data”, in Gough, D., Oliver, S. and Thomas, J. (eds) An introduction to systematic reviews. 2nd edn. Los Angeles: SAGE, pp. 181-210.

 

Tobias, S. and Duffy, T. M. (2009) “The success or failure of constructivist instruction”, in Tobias, S. and Duffy, T. M. (eds) Constructivist instruction: success or failure? New York: Routledge, pp. 3-10.                

 

University of York Science Education Group (2021) Welcome to Salters Horners Advanced Physics. Available at: https://www.york.ac.uk/education/research/uyseg/projects/saltershornersadvancedphysics/ (Accessed: 12 August 2021).

 

Wellington, J. J. and Ireson, G. (2012) Science learning, science teaching. Hoboken: Taylor & Francis.

 

Wyse, D., Brown, C., Oliver, S. and Poblete, X. (2018). The BERA Close-to-Practice Research Project: Research Report. London: British Educational Research Association. Available at: https://www.bera.ac.uk/researchers-resources/publications/bera-statement-on-close-to-practice-research (Accessed: 14 September 20).