Carol McGuinness
Biographic Data
| ID | 5706601 |
|---|---|
| NAME | Carol McGuinness |
| GIVEN NAMES | Carol |
| FAMILY NAME | McGuinness |
| SIGNATURE | MCGUINNESS C |
| AFFILIATIONS | Queen's University Belfast UK |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision
Introduction The main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time. Methods Three spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowl…
Impact of a play‐based curriculum in the first two years of primary school
In 2000–2002 an innovative early years curriculum, the Enriched Curriculum ( EC ), was introduced into 120 volunteer schools across Northern Ireland, replacing a traditional curriculum similar to others across the UK at that time. It was intended by the designers to be developmentally appropriate and play‐based with the primary goal of preventing the experience of persistent early failure in children. The EC was not intended to be a literacy and …
The interactive effects of prior knowledge and text structure on memory for cognitive psychology texts
Background: Interest in the interactive effects of prior knowledge and text structure on learning from text is increasing but experimental manipulations of knowledge and structure variables often produce findings that do not help teachers to select expository texts for students. Aims: We aimed to extend the ecological validity of previous findings by asking students with a high or low level of discipline‐relevant knowledge to read texts character…
Teaching and cognitive outcomes in A-levels and advanced GNVQs
The purpose of the paper is to demonstrate how a research diary methodology, designed to analyse A-level and GNVQ classrooms, can be a powerful tool for examining pedagogy and quality of learning at the level of case study. Two subject areas, science and business studies, are presented as cases. Twelve teachers and thirty-four students were studied over a four-week period in May 1997 and contrasts were drawn between lessons from three A-level phy…
Children's Thinking about Air Pollution
A methodology for probing systems thinking was developed and used to investigate the way children think about the natural environment. Thirty five primary school children (aged 8 and 11 years) participated in semi‐structured interviews about air pollution. The analytical framework consisted of cycles (of inputs, processes and outputs), interventions, outcomes and links. Differences between the groups were found for the numbers of complete cycles,…
Teaching Thinking in Europe
S ummary . This review of European research in cognition and instruction aims to categorise current trends in the teaching of thinking and problem solving. A diversity of theoretical orientations sustains research and practice in this field: Vygotskian, neo‐Piagetian, phenomenographic, information‐processing. Research‐driven intervention studies and across‐the‐curriculum reforms are reviewed. Promising lines of development include the concepts of…
Impact of a play‐based curriculum in the first two years of primary school
In 2000–2002 an innovative early years curriculum, the Enriched Curriculum ( EC ), was introduced into 120 volunteer schools across Northern Ireland, replacing a traditional curriculum similar to others across the UK at that time. It was intended by the designers to be developmentally appropriate and play‐based with the primary goal of preventing the experience of persistent early failure in children. The EC was not intended to be a literacy and …
Children's Thinking about Air Pollution
A methodology for probing systems thinking was developed and used to investigate the way children think about the natural environment. Thirty five primary school children (aged 8 and 11 years) participated in semi‐structured interviews about air pollution. The analytical framework consisted of cycles (of inputs, processes and outputs), interventions, outcomes and links. Differences between the groups were found for the numbers of complete cycles,…
Teaching and cognitive outcomes in A-levels and advanced GNVQs
The purpose of the paper is to demonstrate how a research diary methodology, designed to analyse A-level and GNVQ classrooms, can be a powerful tool for examining pedagogy and quality of learning at the level of case study. Two subject areas, science and business studies, are presented as cases. Twelve teachers and thirty-four students were studied over a four-week period in May 1997 and contrasts were drawn between lessons from three A-level phy…
Teaching Thinking in Europe
S ummary . This review of European research in cognition and instruction aims to categorise current trends in the teaching of thinking and problem solving. A diversity of theoretical orientations sustains research and practice in this field: Vygotskian, neo‐Piagetian, phenomenographic, information‐processing. Research‐driven intervention studies and across‐the‐curriculum reforms are reviewed. Promising lines of development include the concepts of…
Teaching Thinking in Europe
S ummary . This review of European research in cognition and instruction aims to categorise current trends in the teaching of thinking and problem solving. A diversity of theoretical orientations sustains research and practice in this field: Vygotskian, neo‐Piagetian, phenomenographic, information‐processing. Research‐driven intervention studies and across‐the‐curriculum reforms are reviewed. Promising lines of development include the concepts of…
Children's Thinking about Air Pollution
A methodology for probing systems thinking was developed and used to investigate the way children think about the natural environment. Thirty five primary school children (aged 8 and 11 years) participated in semi‐structured interviews about air pollution. The analytical framework consisted of cycles (of inputs, processes and outputs), interventions, outcomes and links. Differences between the groups were found for the numbers of complete cycles,…
Teaching and cognitive outcomes in A-levels and advanced GNVQs
The purpose of the paper is to demonstrate how a research diary methodology, designed to analyse A-level and GNVQ classrooms, can be a powerful tool for examining pedagogy and quality of learning at the level of case study. Two subject areas, science and business studies, are presented as cases. Twelve teachers and thirty-four students were studied over a four-week period in May 1997 and contrasts were drawn between lessons from three A-level phy…
The interactive effects of prior knowledge and text structure on memory for cognitive psychology texts
Background: Interest in the interactive effects of prior knowledge and text structure on learning from text is increasing but experimental manipulations of knowledge and structure variables often produce findings that do not help teachers to select expository texts for students. Aims: We aimed to extend the ecological validity of previous findings by asking students with a high or low level of discipline‐relevant knowledge to read texts character…
Impact of a play‐based curriculum in the first two years of primary school
In 2000–2002 an innovative early years curriculum, the Enriched Curriculum ( EC ), was introduced into 120 volunteer schools across Northern Ireland, replacing a traditional curriculum similar to others across the UK at that time. It was intended by the designers to be developmentally appropriate and play‐based with the primary goal of preventing the experience of persistent early failure in children. The EC was not intended to be a literacy and …
A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision
Introduction The main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time. Methods Three spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowl…
Psychology (6 works) · Pedagogy (4 works) · Cognition (3 works) · Computer Science (3 works) · Developmental psychology (3 works) · Mathematics education (3 works) · Artificial Intelligence (2 works) · Curriculum (2 works) · Educational psychology (2 works) · Educational Strategies and Epistemologies (2 works)