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1. I would like to make science more engaging and accessible to all students, linking it with cross curricular activities, particularly looking at women in science to create positive role models.

2.I would like to promote equal interests in careers in science for both boys and girls, to reduce gender biases in children's perceptions towards future careers in science.

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Improving Students' Relationships with Teachers to Provide Essential Supports for Learning

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Improving Students' Relationships with Teachers to Provide Essential Supports for Learning

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https://www.apa.org/education/k12/relationships

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Positive teacher-student relationships go beyond the classroom, problematic ones stay inside. Claessens, L. C. A. , van Tartwijk, J. (2017). Journal of Educational Research , 110 (5), 478–493.
"Positive teacher-student relationships also have a strong relation with student motivation and learning. Therefore, attention for building positive one-on-one teacher-student relationships deserves a place in the curricula of teacher education and professional development programs."

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Teaching Children With Autism Spectrum Disorder With Restricted Interests: A Review of Evidence for Best Practice – by Kerry C.M. Gunn and Jonathan T. Delafield-Butt.

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Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes (McGrath and Bergen 2015).

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Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes (McGrath and Bergen 2015).

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https://www-sciencedirect-com.libproxy.ucl.ac.uk/science?_ob=GatewayURL&_origin=SFX&_method=citationSearch&_volkey=1747938X%2314%231&_version=1&md5=fb38d0868222263ce60d19446030a170

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Hatti & Temperley 2007: The Power of Feedback pg 81-112 

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Hatti & Temperley 2007: The Power of Feedback pg 81-112 

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Fostering Thinking through Science in the Early Years of Schooling pg 1313-1331

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DeLuca, C. , & Johnson, S. (2017). Developing assessment capable teachers in this age of accountability. Assessment in Education: Principles, Policy & Practice , 24(2), 121–126. 

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DeLuca, C. , & Johnson, S. (2017). Developing assessment capable teachers in this age of accountability. Assessment in Education: Principles, Policy & Practice , 24(2), 121–126. 

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Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice , 30(1), 3–12.

Gamlem, S. M. (2015). Feedback to support learning: Changes in teachers’ practice and beliefs. Teacher Development , 19(4), 461–482.

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Pagliaro, MM 2011, Exemplary Classroom Questioning : Practices to Promote Thinking and Learning, R&L Education, Lanham. Available from: ProQuest Ebook Central. [6 January 2021].

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Pagliaro, MM 2011, Exemplary Classroom Questioning : Practices to Promote Thinking and Learning, R&L Education, Lanham. Available from: ProQuest Ebook Central. [6 January 2021].

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The New Science of Learning: Active Learning, Metacognition, and Transfer of Knowledge in E-Learning Applications. David A. Huffaker, Sandra L. Calvert.

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The New Science of Learning: Active Learning, Metacognition, and Transfer of Knowledge in E-Learning Applications. David A. Huffaker, Sandra L. Calvert.

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This article examines the key concepts of active learning, metacognition, and transfer of knowledge, as put forth by the National Research Council's approach to the new science of learning, in relation to ways that E-Learning applications might improve learning both inside and outside the classroom. Several initiatives are highlighted to illustrate innovative ways to improve E-Learning by linking these three concepts to four fundamental characteristics: 1) using engaging production features to motivate children to learn; 2) teaching children to construct their own learning paths with information; 3) encouraging collaborations that facilitate both cognitive and social aspects of learning; and 4) using story-telling and entertainment features to foster learning outside the classroom. Stealth education, in which children are actively engaged in a seamless entertaining learning application, is considered as a viable way for E-Learning to improve children's academic and social successes.

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Visible Learning for Teachers, Maximising Impact on Learning, J.Hattie (2009)

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Visible Learning for Teachers, Maximising Impact on Learning, J.Hattie (2009)

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a collection of evidence-based  research in to what actually works in schools to improve learning

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Freedom to Grow: Children’s Perspectives of Student voice-Owen and Quinn 2014

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Freedom to Grow: Children’s Perspectives of Student voice-Owen and Quinn 2014

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https://search-proquest-com.libproxy.ucl.ac.uk/docview/1528861599/fulltextPDF/32A298B27355445APQ/1?accountid=14511

A very thought provoking study detailing the project in which a school allows the Student's voice to have an actual impact on their education. Great for considering the children's voice which is often overlooked in our frantic teaching workload.

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Correcting existentialist and teleological thinking 

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Correcting existentialist and teleological thinking 

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Children often have rigid existentialist and teleological thinking deep into their psyche. Only by understanding decentralised models of thinking and vocalising how these eliminate teleological and existentialist explanations of living things will they grasp the concept of evolution.

Development and evaluation of resources for teaching evolution in primary schools -   Loredana Buchan  - 2018 pgs 87-88

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Tytler, Russell, Cripps Clark, John and Darby, Linda 2009, Educating the whole child through science: a portrait of an exemplary primary science teacher, Teaching science, vol. 55, no. 3, pp. 23-27

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Tytler, Russell, Cripps Clark, John and Darby, Linda 2009, Educating the whole child through science: a portrait of an exemplary primary science teacher, Teaching science, vol. 55, no. 3, pp. 23-27

# data[].attributes.headline
Positive teacher-student relationships go beyond the classroom, problematic ones stay inside. Claessens, L. C. A. , van Tartwijk, J. (2017). Journal of Educational Research , 110 (5), 478–493.

# data[].attributes.subject
Positive teacher-student relationships go beyond the classroom, problematic ones stay inside. Claessens, L. C. A. , van Tartwijk, J. (2017). Journal of Educational Research , 110 (5), 478–493.

# data[].attributes.body
"Positive teacher-student relationships also have a strong relation with student motivation and learning. Therefore, attention for building positive one-on-one teacher-student relationships deserves a place in the curricula of teacher education and professional development programs."

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Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas

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Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas

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Huang, Jing.Language Teaching Research; London Vol. 10, Iss. 1, (Jan 2006): 95-117.

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Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school 2018

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Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school 2018

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Social Psychology of Education : An International Journal; Dordrecht Vol. 21, Iss. 5, (Nov 2018): 1225-1249.

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 Brophy, J. (1981). "Teacher praise: A Functional Analysis." Review of Educational Research, 51, pp.5-32

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 Brophy, J. (1981). "Teacher praise: A Functional Analysis." Review of Educational Research, 51, pp.5-32

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Why ability grouping must end; Achieving excellence and equity in American Education. Braddock, JH. (1992).

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Why ability grouping must end; Achieving excellence and equity in American Education. Braddock, JH. (1992).

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Fostering thinking through science in the early years of schooling Grady Venville , Philip Adey , Shirley Larkin , Anne Robertson & Hammersmith Fulham

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Fostering thinking through science in the early years of schooling Grady Venville , Philip Adey , Shirley Larkin , Anne Robertson & Hammersmith Fulham

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https://www.tandfonline.com/doi/pdf/10.1080/0950069032000052090?needAccess=true

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Talking and thinking together - Neil Mercer and Karen Littleton 

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Talking and thinking together - Neil Mercer and Karen Littleton 

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in Readings for Reflective teaching in schools - Andrew Pollard
pgs 283-287

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Teaching Children With Autism Spectrum Disorder With Restricted Interests: A Review of Evidence for Best Practice – by Kerry C.M. Gunn and Jonathan T. Delafield-Butt.

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Teaching Children With Autism Spectrum Disorder With Restricted Interests: A Review of Evidence for Best Practice – by Kerry C.M. Gunn and Jonathan T. Delafield-Butt.

# data[].attributes.body
Gunn, K. C. M. and Delafield-Butt, J. T. (2016): 'Teaching Children With Autism Spectrum Disorder With Restricted Interests: A Review of Evidence for Best Practice,' in Review of Educational Research, Vol. 86, No. 2 (June 2016), pp. 408-430. Available in: https://www.jstor.org/stable/24752859

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More content doesn't equal more learning - article by Nicki Monohhan

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More content doesn't equal more learning - article by Nicki Monohhan

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'...less a matter of determining "what" to teach and more a matter of "how" to facilitate learning'

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Looking at Children - Jane Payler and Mary Scanlon

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Looking at Children - Jane Payler and Mary Scanlon

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Especially the Chapter on Communication and language