Steven Puttick
Biographic Data
| ID | 5706584 |
|---|---|
| NAME | Steven Puttick |
| GIVEN NAMES | Steven |
| FAMILY NAME | Puttick |
| SIGNATURE | PUTTICK S |
| AFFILIATIONS | Department of Education University of Oxford UK |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Resilience, science, technology, engineering, and mathematics (STEM), and anger
AIM: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. SAMPLE AND METHOD: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three r…
Constructing ‘good teaching’ through written lesson observation feedback
This paper explores the ways in which ‘good teaching’ is constructed through mentors’ written lesson observation feedback during Initial Teacher Education (ITE). Written lesson observation feedback has received little research attention, yet represents a potentially powerful activity for teachers’ development. It is also an important aspect of direct university-school-beginning teacher collaboration which is common across diverse programmes and I…
Student teachers’ positionalities as knowers in school subject departments
Student teachers in England, mainly on one‐year courses, spend the majority of their time in schools. Secondary schools are primarily organised around subject departments, and these subgroups within schools have been shown to be significant for student outcomes and teachers’ experiences. However, research on school subject departments themselves is relatively limited, and developing better understandings of school subject departments is important…
No prominent works on this page.
Student teachers’ positionalities as knowers in school subject departments
Student teachers in England, mainly on one‐year courses, spend the majority of their time in schools. Secondary schools are primarily organised around subject departments, and these subgroups within schools have been shown to be significant for student outcomes and teachers’ experiences. However, research on school subject departments themselves is relatively limited, and developing better understandings of school subject departments is important…
Constructing ‘good teaching’ through written lesson observation feedback
This paper explores the ways in which ‘good teaching’ is constructed through mentors’ written lesson observation feedback during Initial Teacher Education (ITE). Written lesson observation feedback has received little research attention, yet represents a potentially powerful activity for teachers’ development. It is also an important aspect of direct university-school-beginning teacher collaboration which is common across diverse programmes and I…
Resilience, science, technology, engineering, and mathematics (STEM), and anger
AIM: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. SAMPLE AND METHOD: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three r…
Mathematics education (3 works) · Psychology (3 works) · Computer Science (2 works) · Expansive (2 works) · Pedagogy (2 works) · Sociology (2 works) · Teacher education (2 works) · Anger (1 work) · Collaborative Teaching and Inclusion (1 work) · Collegiality (1 work)