Jim Ryder
Biographic Data
| ID | 6154451 |
|---|---|
| NAME | Jim Ryder |
| GIVEN NAMES | Jim |
| FAMILY NAME | Ryder |
| SIGNATURE | RYDER J |
| AFFILIATIONS | University of Leeds UK |
| ORCID | 0000-0002-2741-0152 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Games as (Not) Culture
This article presents a critical examination of European policy in relation to gamification. We begin by describing how gamification “traveled” as an idea, evolving from controversial yet persuasive buzzword to legitimate policy priority. We then focus on how gamification was represented in Horizon 2020: the flagship European Research & Development program from 2014 to 2020, worth nearly €80 billion of funding. The article argues that the ethical…
School teachers’ conceptions of environmental education
This article reinterprets Sauvé’s typology of Environmental Education (EE) as an analytical framework to study the EE conceptions of 11 primary school teachers working in Monterrey, Mexico. Each teacher engaged in a sequence of three face-to-face semi-structured interviews that explored their ideas and teaching experiences in relation to EE. Sauvé’s typology was used in the thematic analysis, concentrating on aims of EE, concept of the environmen…
Measuring determinants of post‐compulsory participation in science
Increasing post‐compulsory participation in science and science‐related subjects is seen as a key education policy priority in England and more widely. This paper uses descriptive analysis of national data to investigate the effects of science attainment at 16, gender, socio‐economic status, and school science pathway on progression into post‐16 traditional and vocational science courses in state‐funded schools in England. Comparisons are also ma…
Sources of differential participation rates in school science
School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This …
Sources of differential participation rates in school science
School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This …
School teachers’ conceptions of environmental education
This article reinterprets Sauvé’s typology of Environmental Education (EE) as an analytical framework to study the EE conceptions of 11 primary school teachers working in Monterrey, Mexico. Each teacher engaged in a sequence of three face-to-face semi-structured interviews that explored their ideas and teaching experiences in relation to EE. Sauvé’s typology was used in the thematic analysis, concentrating on aims of EE, concept of the environmen…
Sources of differential participation rates in school science
School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This …
Measuring determinants of post‐compulsory participation in science
Increasing post‐compulsory participation in science and science‐related subjects is seen as a key education policy priority in England and more widely. This paper uses descriptive analysis of national data to investigate the effects of science attainment at 16, gender, socio‐economic status, and school science pathway on progression into post‐16 traditional and vocational science courses in state‐funded schools in England. Comparisons are also ma…
Games as (Not) Culture
This article presents a critical examination of European policy in relation to gamification. We begin by describing how gamification “traveled” as an idea, evolving from controversial yet persuasive buzzword to legitimate policy priority. We then focus on how gamification was represented in Horizon 2020: the flagship European Research & Development program from 2014 to 2020, worth nearly €80 billion of funding. The article argues that the ethical…
School teachers’ conceptions of environmental education
This article reinterprets Sauvé’s typology of Environmental Education (EE) as an analytical framework to study the EE conceptions of 11 primary school teachers working in Monterrey, Mexico. Each teacher engaged in a sequence of three face-to-face semi-structured interviews that explored their ideas and teaching experiences in relation to EE. Sauvé’s typology was used in the thematic analysis, concentrating on aims of EE, concept of the environmen…
Sociology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Social science (3 works) · Economics (2 works) · Mathematics Education and Programs (2 works) · Political science (2 works) · School Choice and Performance (2 works) · Agency (philosophy (1 works)