Why isn’t Engelmann in our library?

Following the little kerfuffle over the new BPP University PGCE, there has been a bit of discussion about whether or not Theory of instruction: Principles and applications by Engelmann and Carnine, should be available in university libraries for PGCE or other Education students. It isn’t in my university’s library. I’m open to persuasion that it […]

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NKOTB – the BPP PGCE

The announcement of the new BPP PGCE in the TES yesterday generated a lot of twittering, most of which struck me as knee-jerk in nature, unduly negative, and rather uninformed. Now, given the nature of Robert Peal’s polemic against the educational establishment – which ended by describing all those people who (whether right or wrong) had […]

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Practical: The Fallacy of Induction

This is the third and final post in a series about the value of practical work in science. In the first post I have suggested that science trainee teachers (and possibly some qualified teachers too), have a tendency to make assumptions about the value, and the learning, associated with practical work in science. In the […]

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Practical: Grinding Frustration

This is the second of three posts about practical work in science. In the first post I suggested that science trainee teachers (and possibly some qualified teachers too), have a tendency to make assumptions about the value, and the learning, associated with practical work in science. In this second post I’m going to illustrate this […]

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Practical: Young people’s view on science education from the Wellcome Trust Science Education Tracker

This morning the TES published a confusing article on key findings from the Wellcome Trust Science Education Tracker. This is a survey of over 4000 young people Y10-Y13 asking about their views on their science education and careers. The TES don’t even seem to have managed a link but the tracker, including a breakdown of […]

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