2022 Outputs
Research outputs from the IOE Early Career Impact Fellowship programme's 2022 Impact Fellows.
On this page
- See What I’m Saying?
- Eco-capabilities
- Learning from Learning Disruption
- Evangelicals and Politics in America Today
- Mentoring on the Teach First Training Programme
- Overcoming anxiety about physics in schools
- Perspectives on employment for autistic people
- Assisted reproduction: a short educational film
- The Urban Adventures project
See What I’m Saying?
A discussion event with eight pupils who attend a non-academically selective secondary school in an academically selective area. The discussion was prompted by stories that had been shared with me by participants in my earlier research.
The pupils taking part in ‘See What I’m Saying?’ shared their reflections on the issues raised by the stories which were then live drawn by the artist Josh Knowles. This collaboration resulted in the following illustrations, which provide a visual representation of the pupils’ reflections on academically selective education.
Illustrations by Josh Knowles.
Eco-capabilities
Dr Zoe Moula aims to raise awareness of the importance of engaging children and young people with sustainability issues across the whole educational spectrum. This illustration is part of a package of activities including a policy briefing and a stakeholder engagement event to promote ‘Eco-capabilities’ to policy makers and foster the development of ‘Eco-capabilities’ in UK schools.
Illustration by Josh Knowles.
Learning from Learning Disruption
Evangelicals and Politics in America Today
Key findings from "The Politics of Religion" study (2020–2022)
The US serves as an important case study to provide a deeper understanding of how religion shapes politics, which has ramifications for future research examining this intersection globally. @DrKatieGaddini @UCLSocRes leads a study into the politics of religion ⬇️
This short film is written for school-based mentors supporting trainees on the Teach First Training Programme. It shares insights and suggestions for action derived from research Polly Glegg conducted with recent Teach First graduates. The film may also be of interest to mentors and other teacher educators supporting trainee/student teachers across a wide range of Initial Teacher Education programmes and, of course, to trainee teachers themselves. Share the video
Overcoming anxiety about physics in schools
- "Can I Physics?" Yes, you can! – High resolution version (Infographic by Janine Clayton).
An infographic to support teachers to help their pupils overcome anxiety about physics in school, produced from research by John Connolly.
"Can I Physics?" Yes, you can!
Physics people – all the people
Get your pupils to research a physicist who is not male/white etc. and the realities of being a scientist – things are not discovered immediately and there is a social aspect to discovery and development of knowledge.
Challenge notions that only certain pupils are good at physics.
Highlight what you found difficult as a pupil to help to alleviate pupils' feelings of isolation thinking they are the only ones struggling in physics.
(Image represents Subreamanyan Chandrasekhar and Dame Jocelyn Bell Burnell)
Learning as a class
- Try to discourage competition between pupils.
- Avoid comparing pupils' performances.
- Avoid mention of effort – higher effort expenditure for minimal gain amplifies notions of a lack of capability.
Power of success
- Have your pupils had a chance to experience success in a variety of activities in physics?
- Give pupils opportunities to practice their verbal answers with peers.
- Get pupils to model their thought processes when answering challenging problems/questions.
Practical work – the realities
- Consider how experimentation can go wrong and how this represents the realities of working in science.
- Try some 'messy' practicals where there can be more than one answer, e.g. find the diameter of a human hair.
Overcoming fear of failure
- Pupils can be frightened of getting answers wrong, how can their fear be alleviated in your classroom?
- Encourage pupils to recognize that it is okay to get answers wrong – wrong answers create vital learning opportunities.
Perspectives on employment for autistic people
The current situation, what works, and what needs to change
This online panel discussion, moderated by Dr Mel Romualdez, featured autistic experts and advocates discussing employment for autistic people in the UK. The panellists included researcher Rose Matthews, author and speaker Pete Wharmby, and Neurodiverse Self Advocacy leaders Marie Djela and Rahel Berman.
Assisted reproduction: a short educational film
This is a short film informed by research conducted at the Thomas Coram Research Unit, UCL, as part of the Young Adults Study (PI Associate Professor Sophie Zadeh). The research found that people are interested in knowing more about what assisted reproduction is, why people use assisted reproduction to start a family, and how it is regulated in the UK.
Dr Catherine Jones created this short film for young adults to be used as an educational resource, with illustrations by Josh Knowles. The film is a work in progress – Dr Jones hopes to use feedback from young adults to revise any aspects they'd like to know more about, to make it as helpful and informative as possible, and to co-create a leaflet to accompany the film.
The Urban Adventures project
A collaboration with Kew Gardens which involved a research-inspired photography competition, aims to maximise the potential benefits of school science trips, where students connect what they learn and experience from these trips to more local settings back near their schools and where they live.
The main objective of this initiative is to support students in their ability to ‘notice’ and observe more in their local surroundings, which adds to their understanding and appreciation of belonging to a world that is beyond human.