Mastery and Depth in Primary Mathematics Enriching Children's Mathematical Thinking (2022)
Book
Lewis, F., Wilkinson, A., & Witt, M. (2022). Mastery and Depth in Primary Mathematics Enriching Children's Mathematical Thinking. London: Routledge

The UK National Curriculum is clear about the importance of reasoning and problem-solving in mathematics. Mastery and Depth in Primary Mathematics aims to support trainee and established teachers to embed mathematical thinking into their lessons. The... Read More about Mastery and Depth in Primary Mathematics Enriching Children's Mathematical Thinking.

Making science work in the new curriculum for Wales (2022)
Journal Article
Jones, V. (2022). Making science work in the new curriculum for Wales. Primary Science, 27

Verity Jones outlines how the Darwin Experience has helped to provide scientific experiences that support the new Curriculum for Wales

Reassessing the social benefits of lifelong learning in light of the COVID pandemic (2021)
Journal Article
Waller, R., Hodge, S., Holford, J., Milana, M., & Webb, S. (2021). Reassessing the social benefits of lifelong learning in light of the COVID pandemic. International Journal of Lifelong Education, 40(5-6), 435-438. https://doi.org/10.1080/02601370.2021.2017219

Promoting water efficiency and hydrocitizenship in young people’s learning about drought risk in a temperate maritime country (2021)
Journal Article
Jones, V., Whitehouse, S., McEwen, L., Williams, S., & Gorell Barnes, L. (2021). Promoting water efficiency and hydrocitizenship in young people’s learning about drought risk in a temperate maritime country. Water, 13(18), Article 2599. https://doi.org/10.3390/w13182599

Engaging young citizens with drought risk and positive water behaviours is essential in domestic water demand management within the wider climate crisis. This paper evaluates a new research-informed, picture book—‘DRY: The Diary of a Water Superhero’... Read More about Promoting water efficiency and hydrocitizenship in young people’s learning about drought risk in a temperate maritime country.

An exploration of FP teachers’ understanding of participation rights within Foundation Phase Classrooms (2021)
Presentation / Conference
Chicken, S., Murphy, A., Tyrie, J., & Cridland, J. (2021, August). An exploration of FP teachers’ understanding of participation rights within Foundation Phase Classrooms. Paper presented at European Early Childhood Education Research Association, Online

Playful learning around the world (2021)
Book Chapter
Chicken, S., & Whitehouse, S. (in press). Playful learning around the world. In Play: A guide through the maze. (1). London: SAGE

Young people and climate change: Hear our voice (2021)
Report
Jones, V. (2021). Young people and climate change: Hear our voice. Global Goals Centre

The consequences of climate change are becoming part of people’s everyday worlds as they live with increased risks of drought, flood and wildfires. Such conditions bring with them associated difficulties in food production, disease control and conser... Read More about Young people and climate change: Hear our voice.

Integrating sustainable food in school systems (2021)
Digital Artefact
Jones, V. (2021). Integrating sustainable food in school systems. [Blog]

Part of a special series about embedding sustainability in Education, this blog considers the place of edible insects as part of school food systems.

Engineering science education: The impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers (2021)
Journal Article
Lewis, F., Edmonds, J., & Fogg-Rogers, L. (2021). Engineering science education: The impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers. International Journal of Science Education, 43(5), 793-822. https://doi.org/10.1080/09500693.2021.1887544

Teacher performance has been linked with both self-efficacy and subject knowledge confidence suggesting that it is important to address these aspects within initial teacher training programmes. This study investigated the development of pre-service t... Read More about Engineering science education: The impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers.

European healthy pupils and skilled educators via integrated school food systems: Final report (2021)
Report
Jones, M., Ruge, D., Rasmus Puck, M., & Jones, V. (2021). European healthy pupils and skilled educators via integrated school food systems: Final report. European Commission. Erasmus Plus

Good enough to eat or just to hunt? Edible insects, the Sustainable Development Goals and the primary classroom (2020)
Journal Article
Jones, V. (2020). Good enough to eat or just to hunt? Edible insects, the Sustainable Development Goals and the primary classroom. Primary Science, 21-23

This article considers how primary science curriculum planning can be framed around the Sustainable Development Goals (2015). As a case study it presents how learning about insects on a bug hunt in the playground can quickly transform into more cont... Read More about Good enough to eat or just to hunt? Edible insects, the Sustainable Development Goals and the primary classroom.

The possibility and importance of immersive technologies during COVID-19 for autistic people (2020)
Journal Article
Newbutt, N., Schmidt, M. M., Riva, G., & Schmidt, C. (2020). The possibility and importance of immersive technologies during COVID-19 for autistic people. Journal of Enabling Technologies, 14(3), 187-199. https://doi.org/10.1108/JET-07-2020-0028

© 2020, Emerald Publishing Limited. Purpose: The purpose of this paper is to identify three key areas where autistic people may find themselves impacted through COVID-19, namely, education; employment; and anxiety. Design/methodology/approach: This p... Read More about The possibility and importance of immersive technologies during COVID-19 for autistic people.

Bug Burgers? The climate emergency and eating insects (2020)
Journal Article
Jones, V. (2020). Bug Burgers? The climate emergency and eating insects. Primary Geography, 103(Autumn), 20-21

Here I outline how a four-stage approach framed classroom discussion around the global food crisis and its associated socio-economic and environmental impacts. In the discussion pupils considered whether they would be prepared to eat insects rather t... Read More about Bug Burgers? The climate emergency and eating insects.

Addressing unrealistic optimism with counterfactual reasoning in an employability module in higher education (2020)
Journal Article
Hanson, J., & Burke, C. (2021). Addressing unrealistic optimism with counterfactual reasoning in an employability module in higher education. Journal of Applied Research in Higher Education, 13(3), 830-848. https://doi.org/10.1108/JARHE-02-2019-0047

Purpose: The study aimed to explore the effect of second year business students engaging in counterfactual reasoning on their unrealistic optimism regarding attainment on an employability module. Design/methodology/approach: Using an experimental des... Read More about Addressing unrealistic optimism with counterfactual reasoning in an employability module in higher education.

Introducing edible insects into Welsh school canteens (2020)
Journal Article
Jones, V. (2020). Introducing edible insects into Welsh school canteens. Antenna -London- Royal Entomological Society-, 44(2),

Assisting people with Autism Spectrum Disorder through technology (2020)
Book Chapter
Newbutt, N. (2018). Assisting people with Autism Spectrum Disorder through technology. In A. Tatnall (Ed.), Encyclopedia of Education and Information Technologies (1-35). Switzerland: Springer

This chapter seeks to provide a review and overview of technology that has been used to support autistic people. The aim of this chapter is to provide an overview of technology used by autistic groups contextually and historically. Materials covere... Read More about Assisting people with Autism Spectrum Disorder through technology.

‘Just don’t tell them what’s in it’: Ethics, edible insects and sustainable food choice in schools (2020)
Journal Article
Jones, V. (2020). ‘Just don’t tell them what’s in it’: Ethics, edible insects and sustainable food choice in schools. British Educational Research Journal, 46(4), 894-908. https://doi.org/10.1002/berj.3655

Supporting young people with global crises mitigation strategies is essential, yet loaded with ethical dilemmas for the educator. This study explores whether young people will make ethical decisions regarding the sustainability of food choice in scho... Read More about ‘Just don’t tell them what’s in it’: Ethics, edible insects and sustainable food choice in schools.

Lifelong education, social inequality and the COVID-19 health pandemic (2020)
Journal Article
Waller, R., Hodge, S., Holford, J., Milana, M., & Webb, S. (2020). Lifelong education, social inequality and the COVID-19 health pandemic. International Journal of Lifelong Education, 39(3), 243-246. https://doi.org/10.1080/02601370.2020.1790267

How does student activism drive cultural campus change in the UK and US regarding sexual violence on campus? (2020)
Journal Article
Bovill, H., Mcmahon, S., Demers, J., Banyard, V., Carrasco, V., & Keep, L. (2021). How does student activism drive cultural campus change in the UK and US regarding sexual violence on campus?. Critical Social Policy, 41(2), 165-187. https://doi.org/10.1177/0261018320913967

Using policy frameworks and author expertise to identify relevant literature, four academics and two student-activist-authors, critically review literature upon student activist responses to sexual violence on campus. We conclude, student activism is... Read More about How does student activism drive cultural campus change in the UK and US regarding sexual violence on campus?.

Ignorance is not bliss: A UK study of sexual and domestic abuse awareness on campus, and correlations with confidence and positive action in a bystander program (2020)
Journal Article
Bovill, H., & White, P. (in press). Ignorance is not bliss: A UK study of sexual and domestic abuse awareness on campus, and correlations with confidence and positive action in a bystander program. Journal of Interpersonal Violence, 1-25. https://doi.org/10.1177/0886260520916267

This article reports on a U.K. research study encompassing two surveys which used evidence-based scales of awareness, confidence to intervene, and intervention opportunities and action regarding sexual and domestic abuse on campus. They were sent to... Read More about Ignorance is not bliss: A UK study of sexual and domestic abuse awareness on campus, and correlations with confidence and positive action in a bystander program.