Jerry Wellington – författare

Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.

Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on writing, reading and information handling in science lessons.

The authors argue that paying more attention to language in science classrooms is one of the most important acts in improving the quality of science education. This is a significant and very readable book for all student and practising secondary school science teachers, for science advisers and school mentors.

Science in secondary schools has tended to be viewed mainly as a ''practical subject'', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.

Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on writing, reading and information handling in science lessons.

The authors argue that paying more attention to language in science classrooms is one of the most important acts in improving the quality of science education. This is a significant and very readable book for all student and practising secondary school science teachers, for science advisers and school mentors.

This book provides an overview of ninety key concepts which often trouble those who are new to researching within the social sciences. It covers theories of knowledge, methodologies and methods. Each entry offers a definition of a concept, shows how researchers have used that concept in their research and discusses difficulties that the concept presents. The book supports those undertaking their own social research projects by providing detailed critical commentary on key concepts in a particularly accessible way.In exploring these concepts, a wide range of research reports across many different fields are described. These include not only classic accounts, but also a broad selection of recent studies, some written by new researchers. The book will be useful for higher-education students carrying out projects within social science faculties at the end of their first degree or during a master's programme, though it will also be helpful for those undertaking doctoral research, and some entries have been written with the production of a thesis in mind. This second edition of Research Methods: The Key Concepts provides a more comprehensive and up-to-date coverage, as old entries have been updated and 19 new entries added. It helps new researchers to navigate the changing landscape of social research by recognising a) the changes in the ways researchers are thinking about knowledge and acquiring knowledge, b) the increasing use of digital tools to collect data, and c) the desire many contemporary researchers feel to promote social justice through their research.

This book provides an overview of ninety key concepts which often trouble those who are new to researching within the social sciences. It covers theories of knowledge, methodologies and methods. Each entry offers a definition of a concept, shows how researchers have used that concept in their research and discusses difficulties that the concept presents. The book supports those undertaking their own social research projects by providing detailed critical commentary on key concepts in a particularly accessible way.In exploring these concepts, a wide range of research reports across many different fields are described. These include not only classic accounts, but also a broad selection of recent studies, some written by new researchers. The book will be useful for higher-education students carrying out projects within social science faculties at the end of their first degree or during a master's programme, though it will also be helpful for those undertaking doctoral research, and some entries have been written with the production of a thesis in mind. This second edition of Research Methods: The Key Concepts provides a more comprehensive and up-to-date coverage, as old entries have been updated and 19 new entries added. It helps new researchers to navigate the changing landscape of social research by recognising a) the changes in the ways researchers are thinking about knowledge and acquiring knowledge, b) the increasing use of digital tools to collect data, and c) the desire many contemporary researchers feel to promote social justice through their research.

Written in clear, straight-forward language, Examining Doctoral Work considers how the practice of doctoral examination can be improved to ensure that both examiners and students can make the most of the assessment process. This book analyses both good and bad practice to promote fair, thorough and productive examination. With insight into how to prepare for a viva, as well as a consideration of the responsibilities afterwards, the book de-mystifies this crucial part of the doctoral examination process to provide a comprehensive overview of the principles, criteria and processes needed to ensure success. Key points covered include: The different forms doctoral submission can take How examiners are chosen Where to begin when reading a thesis Managing your time as an examiner What makes a ‘good’ doctoral thesis? How to prepare for the viva How to develop a preliminary report The role of the supervisor before, during and after the viva Examiners’ roles and responsibilities Working through agreements and disagreements Feeding back both orally and in writing.Drawing from a mixture of personal experience, existing research and anecdote, this book is ideal reading for anyone new to the world of doctoral examination, or equally those looking to improve their practice.

Written in clear, straight-forward language, Examining Doctoral Work considers how the practice of doctoral examination can be improved to ensure that both examiners and students can make the most of the assessment process. This book analyses both good and bad practice to promote fair, thorough and productive examination. With insight into how to prepare for a viva, as well as a consideration of the responsibilities afterwards, the book de-mystifies this crucial part of the doctoral examination process to provide a comprehensive overview of the principles, criteria and processes needed to ensure success. Key points covered include: The different forms doctoral submission can take How examiners are chosen Where to begin when reading a thesis Managing your time as an examiner What makes a ‘good’ doctoral thesis? How to prepare for the viva How to develop a preliminary report The role of the supervisor before, during and after the viva Examiners’ roles and responsibilities Working through agreements and disagreements Feeding back both orally and in writing.Drawing from a mixture of personal experience, existing research and anecdote, this book is ideal reading for anyone new to the world of doctoral examination, or equally those looking to improve their practice.

Based on interviews with over 150 young people in education and training, this volume reflects on their perspectives on the issues and challenges that education and training have to offer.

Science education has changed radically in recent years, both as a result of debates within the subject and because of curriculum legislation. Jerry Wellington discusses the major issues in science education today - such questions as the balance of content and process in the curriculum, the role of practical work and the nature of science as a subject - and uses this discussion to support a very practical resource for teachers in training and their mentors. The book covers every aspect of science teaching, including: Planning Differentiation and special needs Assessment Practical work Problem solving and investigations IT in science Handling sensitive issues, e.g. sex education Building on children's prior learning Throughout, Wellington's guidance is accompanied by suggestions for discussion, activities for individual and group use and annotated lists of further reaing aimed at helping the reader to build up a personal approach to the teaching of the subject. Students will also be helped by the glossaries of specialist terminology at the end of each chapter and by the references to National Curriculum attainment targets at every point in the book.

This book is an introduction to the issues and practicalities of using multimedia in classrooms - both primary and secondary, and across a range of subject areas. The book draws on material from a range of case studies and focuses on areas of concern for teachers and researchers.Using IT effectively continues to be a problem for many teachers, and there is still a long way to go toward organising this properly. The book takes a thorough look at IT in the school, discussing and examining issues such as:* IT and the National Curriculum* foreign language teaching* differing curricular needs* opportunities and constraints of groupwork* talking books and primary reading* ways in which multimedia supports readers.The book also looks at some of the more philosophical issues such as the implications of home-computers and the limits of independent learning, and the notion of "edutainment" - the relationship of motivation and enjoyment to learning.Finally, the book makes comparisons across the curriculum and between primary and secondary sectors and raises questions about the future of IT in schools, arguing that teachers should make a significant contribution to decisions about future development.

Practical work has been part of science education for just over 100 years and is accepted as an essential and exciting part of understanding this discipline. Although it can be costly and sometimes messy, it simply has to be done if students and teachers are to progress in their understanding. Schools and universities invest millions of pounds in it and the National Curriculum reveres it - but what exactly is going on in classrooms around the country and how are the leading practitioners moving with the times? This book attempts to reflect on the value and purpose of practical work as part of the scientific curriculum. Why are practical exercises so necessary and what do they contribute to the learning process? The chapters examine many issues such as:* how practical work is perceived by students and teachers* whether we will move on to the 'virtual lab'* the limitations of current 'hands-on' work and valuable alternatives to it* the connections between practical work in science education and 'authentic' science* what role experimentation plays in current educational practice. Jerry Wellington is Reader in Education at Sheffield University, and has taught science at all academic levels.

This handy guide for new and practising lecturers and researchers takes a rare insider's look at the activities of writing and publishing. Turning the spotlight inwards, it examines how and why professionals communicate with each other through writing and publishing.Written with great verve and pace, the author succeeds in providing sensible advice bolstered by many illustrative examples, case studies and anecdotes. For the academic needing insight into the serious business of getting published, this book will provide answers to many of their frequent questions:* Why do they write and publish?* Who are they writing for?* What channels of communication are available for their writing?* Who 'controls' these channels?* How can they successfully submit articles and papers to journals and newspapers, contribute chapters to books, or approach publishers with book proposals?Developed from a series of seminars on the subject by the author, this book will be an enjoyable and informative guide to anyone with an interest in getting their work published.

A comprehensive critical survey of the controversies, theories and practices central to secondary education today, this book provides teachers, researchers, parents and policy-makers with a vital new reference resource. It covers important topics including:assessmentcitizenshipcurriculume-learningexclusiontheories of learningwork experience. Fully cross-referenced, with extensive suggestions for further reading and on-line resources, this is an essential guide to theory and practice in the twenty-first century classroom.

Not that long ago there were fairly clear divisions between researchers at different stages throughout their career, starting with doctoral students then progressing to postdoctoral workers and finishing with academic staff. However, more recently the term Early Career Researcher (ECR) has been introduced partly as a response to their growing importance which has been reflected by their increased respect and status shown by national, international and funding bodies. There are several common features of an ECR’s job including the need to establish a professional identity and develop into an independent researcher, competing for grants and increasing one’s output of research publications; this book offers proven practical advice to help ECRs kick-start a successful academic career.With advice on:Choosing research topicsMaking best use of a Research Supervisor/MentorDeveloping your research writingGetting published: journals and booksWriting a research grant/fellowshipBecoming a supervisorBecoming a teacher, andDeveloping your career This guide will help academics at the start of their career no matter what discipline they are engaged in… Arts, Humanities, Sciences or Social Sciences. For example, in sciences and engineering, ECRs are commonly part of a large research team and often have to work in collaborative groups; requiring strong interpersonal skills but can lead to tension in the interaction with one’s supervisor or mentor. In contrast, in the arts and humanities and perhaps the social sciences, an ECR is more likely to be an independent scholar with a requirement to work alone, leading to a different type of relationship (but not necessarily any less stressful) with one’s supervisor or mentor.Using case studies from across the subject areas to illustrate key points and give suitable examples this vital guide will help all early career academics.

Not that long ago there were fairly clear divisions between researchers at different stages throughout their career, starting with doctoral students then progressing to postdoctoral workers and finishing with academic staff. However, more recently the term Early Career Researcher (ECR) has been introduced partly as a response to their growing importance which has been reflected by their increased respect and status shown by national, international and funding bodies. There are several common features of an ECR’s job including the need to establish a professional identity and develop into an independent researcher, competing for grants and increasing one’s output of research publications; this book offers proven practical advice to help ECRs kick-start a successful academic career.With advice on:Choosing research topicsMaking best use of a Research Supervisor/MentorDeveloping your research writingGetting published: journals and booksWriting a research grant/fellowshipBecoming a supervisorBecoming a teacher, andDeveloping your career This guide will help academics at the start of their career no matter what discipline they are engaged in… Arts, Humanities, Sciences or Social Sciences. For example, in sciences and engineering, ECRs are commonly part of a large research team and often have to work in collaborative groups; requiring strong interpersonal skills but can lead to tension in the interaction with one’s supervisor or mentor. In contrast, in the arts and humanities and perhaps the social sciences, an ECR is more likely to be an independent scholar with a requirement to work alone, leading to a different type of relationship (but not necessarily any less stressful) with one’s supervisor or mentor.Using case studies from across the subject areas to illustrate key points and give suitable examples this vital guide will help all early career academics.

This book provides an overview of ninety key concepts which often trouble those who are new to researching within the social sciences. It covers theories of knowledge, methodologies and methods. Each entry offers a definition of a concept, shows how researchers have used that concept in their research and discusses difficulties that the concept presents. The book supports those undertaking their own social research projects by providing detailed critical commentary on key concepts in a particularly accessible way.In exploring these concepts, a wide range of research reports across many different fields are described. These include not only classic accounts, but also a broad selection of recent studies, some written by new researchers. The book will be useful for higher-education students carrying out projects within social science faculties at the end of their first degree or during a master's programme, though it will also be helpful for those undertaking doctoral research, and some entries have been written with the production of a thesis in mind. This second edition of Research Methods: The Key Concepts provides a more comprehensive and up-to-date coverage, as old entries have been updated and 19 new entries added. It helps new researchers to navigate the changing landscape of social research by recognising a) the changes in the ways researchers are thinking about knowledge and acquiring knowledge, b) the increasing use of digital tools to collect data, and c) the desire many contemporary researchers feel to promote social justice through their research.

This book provides an overview of ninety key concepts which often trouble those who are new to researching within the social sciences. It covers theories of knowledge, methodologies and methods. Each entry offers a definition of a concept, shows how researchers have used that concept in their research and discusses difficulties that the concept presents. The book supports those undertaking their own social research projects by providing detailed critical commentary on key concepts in a particularly accessible way.In exploring these concepts, a wide range of research reports across many different fields are described. These include not only classic accounts, but also a broad selection of recent studies, some written by new researchers. The book will be useful for higher-education students carrying out projects within social science faculties at the end of their first degree or during a master's programme, though it will also be helpful for those undertaking doctoral research, and some entries have been written with the production of a thesis in mind. This second edition of Research Methods: The Key Concepts provides a more comprehensive and up-to-date coverage, as old entries have been updated and 19 new entries added. It helps new researchers to navigate the changing landscape of social research by recognising a) the changes in the ways researchers are thinking about knowledge and acquiring knowledge, b) the increasing use of digital tools to collect data, and c) the desire many contemporary researchers feel to promote social justice through their research.

Concise, engaging and accessible, Education Research: The Basics discusses key ideas about the nature and purpose of education research: what it can and cannot achieve, how it has been used in the past and where and how it has an impact.

Providing crucial insight into the work of education researchers, this book:

Offers seven chapters, each representing a way of understanding the goals and methods of research conducted in the field

Considers key thinkers in the field, such as Plato, Hirsch, Dewey, Montessori and Freire

Explores case studies from a range of perspectives

Provides key terms and further reading throughout

The perfect pocket resource to dip into, Education Research: The Basics provides accessible support for those studying education as a subject, for practitioners concerned with developing their practice and for anyone who wants to know more about education and how it is researched.

Concise, engaging and accessible, Education Research: The Basics discusses key ideas about the nature and purpose of education research: what it can and cannot achieve, how it has been used in the past and where and how it has an impact.

Providing crucial insight into the work of education researchers, this book:

Offers seven chapters, each representing a way of understanding the goals and methods of research conducted in the field

Considers key thinkers in the field, such as Plato, Hirsch, Dewey, Montessori and Freire

Explores case studies from a range of perspectives

Provides key terms and further reading throughout

The perfect pocket resource to dip into, Education Research: The Basics provides accessible support for those studying education as a subject, for practitioners concerned with developing their practice and for anyone who wants to know more about education and how it is researched.

Based on interviews with over 150 young people in education and training, this volume reflects on their perspectives on the issues and challenges that education and training have to offer.

The aim of this book is to provide an introductory but not simplistic guide to research in the social and behavioural sciences. The book sets out to tackle difficult issues and concepts in a scholarly but accessible manner, providing ample guidance and signposts to further reading. We explore a wide range of questions about research and research methods, including:* What counts as 'good research? * Research approaches, paradigms, methods and methodology: what are they and what is the difference?* What is the so-called 'qualitative/ quantitative?* When and where is quantitative research indispensable?* If one suggests that research should be 'scientific what does that mean?* What methods and methodologies are used in social research?* What is the role of statistics in social and behavioural research? How should statistical evidence be interpreted?* What are the ways in which research can, and should, be disseminated and presented?This book is aimed as much at the reflective, researching professional as for the professional researcher.

The aim of this book is to provide an introductory but not simplistic guide to research in the social and behavioural sciences. The book sets out to tackle difficult issues and concepts in a scholarly but accessible manner, providing ample guidance and signposts to further reading. We explore a wide range of questions about research and research methods, including: * What counts as good research? * Research approaches, paradigms, methods and methodology: what are they and what is the difference? * What is the so-called qualitative/ quantitative? * When and where is quantitative research indispensable? * If one suggests that research should be scientific what does that mean? * What methods and methodologies are used in social research? * What is the role of statistics in social and behavioural research? How should statistical evidence be interpreted? * What are the ways in which research can, and should, be disseminated and presented? This book is aimed as much at the reflective, researching professional as for the professional researcher.

Written in clear, straight-forward language, Examining Doctoral Work considers how the practice of doctoral examination can be improved to ensure that both examiners and students can make the most of the assessment process.

This book analyses both good and bad practice to promote fair, thorough and productive examination. With insight into how to prepare for a viva, as well as a consideration of the responsibilities afterwards, the book de-mystifies this crucial part of the doctoral examination process to provide a comprehensive overview of the principles, criteria and processes needed to ensure success. Key points covered include:

The different forms doctoral submission can take

How examiners are chosen

Where to begin when reading a thesis

Managing your time as an examiner

What makes a ‘good’ doctoral thesis?

How to prepare for the viva

How to develop a preliminary report

The role of the supervisor before, during and after the viva

Examiners’ roles and responsibilities

Working through agreements and disagreements

Feeding back both orally and in writing.

Drawing from a mixture of personal experience, existing research and anecdote, this book is ideal reading for anyone new to the world of doctoral examination, or equally those looking to improve their practice.

Written in clear, straight-forward language, Examining Doctoral Work considers how the practice of doctoral examination can be improved to ensure that both examiners and students can make the most of the assessment process.

This book analyses both good and bad practice to promote fair, thorough and productive examination. With insight into how to prepare for a viva, as well as a consideration of the responsibilities afterwards, the book de-mystifies this crucial part of the doctoral examination process to provide a comprehensive overview of the principles, criteria and processes needed to ensure success. Key points covered include:

The different forms doctoral submission can take

How examiners are chosen

Where to begin when reading a thesis

Managing your time as an examiner

What makes a ‘good’ doctoral thesis?

How to prepare for the viva

How to develop a preliminary report

The role of the supervisor before, during and after the viva

Examiners’ roles and responsibilities

Working through agreements and disagreements

Feeding back both orally and in writing.

Drawing from a mixture of personal experience, existing research and anecdote, this book is ideal reading for anyone new to the world of doctoral examination, or equally those looking to improve their practice.

A comprehensive critical survey of the controversies, theories and practices central to secondary education today, this book provides teachers, researchers, parents and policy-makers with a vital new reference resource. It covers important topics including:

assessment citizenship curriculum e-learning exclusion theories of learning work experience.

Fully cross-referenced, with extensive suggestions for further reading and on-line resources, this is an essential guide to theory and practice in the twenty-first century classroom.

A comprehensive critical survey of the controversies, theories and practices central to secondary education today, this book provides teachers, researchers, parents and policy-makers with a vital new reference resource. It covers important topics including:

assessment citizenship curriculum e-learning exclusion theories of learning work experience.

Fully cross-referenced, with extensive suggestions for further reading and on-line resources, this is an essential guide to theory and practice in the twenty-first century classroom.

This handy guide for new and practising lecturers and researchers takes a rare insider''s look at the activities of writing and publishing. Turning the spotlight inwards, it examines how and why professionals communicate with each other through writing and publishing.Written with great verve and pace, the author succeeds in providing sensible advice bolstered by many illustrative examples, case studies and anecdotes. For the academic needing insight into the serious business of getting published, this book will provide answers to many of their frequent questions:* Why do they write and publish?* Who are they writing for?* What channels of communication are available for their writing?* Who ''controls'' these channels?* How can they successfully submit articles and papers to journals and newspapers, contribute chapters to books, or approach publishers with book proposals?Developed from a series of seminars on the subject by the author, this book will be an enjoyable and informative guide to anyone with an interest in getting their work published.

This handy guide for new and practising lecturers and researchers takes a rare insider''s look at the activities of writing and publishing. Turning the spotlight inwards, it examines how and why professionals communicate with each other through writing and publishing.Written with great verve and pace, the author succeeds in providing sensible advice bolstered by many illustrative examples, case studies and anecdotes. For the academic needing insight into the serious business of getting published, this book will provide answers to many of their frequent questions:* Why do they write and publish?* Who are they writing for?* What channels of communication are available for their writing?* Who ''controls'' these channels?* How can they successfully submit articles and papers to journals and newspapers, contribute chapters to books, or approach publishers with book proposals?Developed from a series of seminars on the subject by the author, this book will be an enjoyable and informative guide to anyone with an interest in getting their work published.

Practical work has been part of science education for just over 100 years and is accepted as an essential and exciting part of understanding this discipline. Although it can be costly and sometimes messy, it simply has to be done if students and teachers are to progress in their understanding. Schools and universities invest millions of pounds in it and the National Curriculum reveres it - but what exactly is going on in classrooms around the country and how are the leading practitioners moving with the times? This book attempts to reflect on the value and purpose of practical work as part of the scientific curriculum. Why are practical exercises so necessary and what do they contribute to the learning process? The chapters examine many issues such as:* how practical work is perceived by students and teachers* whether we will move on to the ''virtual lab''* the limitations of current ''hands-on'' work and valuable alternatives to it* the connections between practical work in science education and ''authentic'' science* what role experimentation plays in current educational practice. Jerry Wellington is Reader in Education at Sheffield University, and has taught science at all academic levels.

Practical work has been part of science education for just over 100 years and is accepted as an essential and exciting part of understanding this discipline. Although it can be costly and sometimes messy, it simply has to be done if students and teachers are to progress in their understanding. Schools and universities invest millions of pounds in it and the National Curriculum reveres it - but what exactly is going on in classrooms around the country and how are the leading practitioners moving with the times? This book attempts to reflect on the value and purpose of practical work as part of the scientific curriculum. Why are practical exercises so necessary and what do they contribute to the learning process? The chapters examine many issues such as:* how practical work is perceived by students and teachers* whether we will move on to the ''virtual lab''* the limitations of current ''hands-on'' work and valuable alternatives to it* the connections between practical work in science education and ''authentic'' science* what role experimentation plays in current educational practice. Jerry Wellington is Reader in Education at Sheffield University, and has taught science at all academic levels.