Lindsay Schofield
Biographic Data
| ID | 9634633 |
|---|---|
| NAME | Lindsay Schofield |
| GIVEN NAMES | Lindsay |
| FAMILY NAME | Schofield |
| SIGNATURE | SCHOFIELD L |
| AFFILIATIONS | United Arab Emirates University |
| ORCID | 0000-0001-6753-4988 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Lingering time, shifting ground
Transitions into Early Childhood Care and Education (ECCE) have historically been narrated through developmental milestones of school readiness, positioning children as subjects to be prepared for institutional life. Such framings stabilise the child as an individual learner and the setting as a neutral space for adaptation. Yet these moments are far from neutral. They are affective, relational, and deeply political events shaped by cultural scri…
A mobilisation of motherhood, babyhood and childhood sensing pasts
In recent years, the theoretical lens of new materialism(s) and surge in feminist thinking has opened up new ways of understanding the complexities of motherhood, babyhood and early childhood. This surge in post-qualitative and feminist inquiry towards the troubling of dominant early childhood abstractions and norms, as well as resistance to human-centric perspectives offers new possibilities to engage both ethically and politically in an affirma…
Early years education teachers’ perceptions of nature of science
Research indicates that teachers lack a sophisticated understanding of Nature of Science (NOS), which in turn, can impact their instructional decisions and students’ understanding of NOS. The aim of the study was to investigate United Arab Emirates (UAE) early years’ science teacher’s (N = 433) perceptions about the NOS. Results obtained from a 70-item questionnaire revealed that teachers have an adequate understanding on many aspects related to …
Toward Understanding Science as a Whole
Nature of science (NOS) is a global conception of the infrastructure of science and, therefore, forms the foundation for teaching and learning science, especially for preservice teachers who are expected to have the proper understanding of NOS to thoughtfully emphasize NOS within their instruction to students. However, studies investigating UAE science preservice teachers’ views of NOS through the macro-lens of the Reconceptualized Family Resembl…
No prominent works on this page.
Early years education teachers’ perceptions of nature of science
Research indicates that teachers lack a sophisticated understanding of Nature of Science (NOS), which in turn, can impact their instructional decisions and students’ understanding of NOS. The aim of the study was to investigate United Arab Emirates (UAE) early years’ science teacher’s (N = 433) perceptions about the NOS. Results obtained from a 70-item questionnaire revealed that teachers have an adequate understanding on many aspects related to …
Toward Understanding Science as a Whole
Nature of science (NOS) is a global conception of the infrastructure of science and, therefore, forms the foundation for teaching and learning science, especially for preservice teachers who are expected to have the proper understanding of NOS to thoughtfully emphasize NOS within their instruction to students. However, studies investigating UAE science preservice teachers’ views of NOS through the macro-lens of the Reconceptualized Family Resembl…
A mobilisation of motherhood, babyhood and childhood sensing pasts
In recent years, the theoretical lens of new materialism(s) and surge in feminist thinking has opened up new ways of understanding the complexities of motherhood, babyhood and early childhood. This surge in post-qualitative and feminist inquiry towards the troubling of dominant early childhood abstractions and norms, as well as resistance to human-centric perspectives offers new possibilities to engage both ethically and politically in an affirma…
Lingering time, shifting ground
Transitions into Early Childhood Care and Education (ECCE) have historically been narrated through developmental milestones of school readiness, positioning children as subjects to be prepared for institutional life. Such framings stabilise the child as an individual learner and the setting as a neutral space for adaptation. Yet these moments are far from neutral. They are affective, relational, and deeply political events shaped by cultural scri…
Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Children's Rights and Participation (2 works) · Early childhood (2 works) · Early childhood education (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Epistemology (2 works) · Mathematics education (2 works)