ASE conference reflections

Hart, Glenys, Magaji, Ade, Fleming, Margaret and Serret, Natasha (2021) Reflections on the ASE Conference. In: ASE International Journal. ASE International (12). Association for Science Education, UK, pp. 6-8.

Boom's taxonomy, Questioning, feedback, prompts, science learning

Magaji, A. and Ade-Ojo, G. ORCID: 0000-0002-1098-0765 (2017) Evaluating the potentials of Bloom’s Taxonomy as a tool for developing year 8 (Key Stage 3) science students’ questioning skills in a UK secondary school. International Journal of Multidisciplinary Comparative Studies, 4 (1-3):2. pp. 24-49. ISSN 2059-4976 (Print), 2059-4984 (Online)

Inclusive learning; decolonising; curriculum

Magaji, Adewale, Coombes, Justin and Smith, Lorraine ORCID: 0009-0006-0893-9372 (2024) Pedagogical approaches to inclusive education and decolonising the curriculum as both sides of the spectrum: what does it entail for us as educators? In: Courage, Compassion & Trust: Helping students see the value of Higher Education, 26th Jun, 2024, Medway Learning & Teaching Conference, Medway Campus, Kent, UK. (Unpublished)

Mastery learning, Inclusion

Wragg, J., Coombes, S., Smith, L. D., Magaji, A. and Hornsby, R. (2022) How can mastery learning promote inclusion in the science classroom? ASE International Journal, 16. pp. 42-47.

Models of discourse, pedagogy, assessment for learning, problem-solving, Bloom's and Solo taxonomies, and Socratic questioning

Magaji, Ade (2021) Promoting learning in the science classroom using an innovative model of learning discourse. In: ASE International conference, 12 Jan 2022, UK - online. (Unpublished)

Nigeria; STEM; comparative education

Magaji, Adewale (2023) Towards a comparative education: a wake-up call to developing quality STEM in Nigerian public schools. ASE International (18). pp. 33-35. ISSN 2515-110X (Online)

STEM; Sub-Saharan Africa; Fourth Industrial Revolution

Magaji, Adewale (2024) STEM Education in Sub-Saharan Africa: Is there a future? Education in Science, 295. pp. 17-18.

action research, collaboration, facilitation, agency

Magaji, A., Cabral, A., Lambirth, A., McDonald, R., Brett, A. and Philpott, C. (2021) Working together with teachers and senior leaders in a teacher-led professional development through a model of action research, collaboration, and facilitation. In: SHIFT 2021, Radically reimagining Higher Education for a new era: working together for a just and sustainable future, 13 January 2021, Online. (Unpublished)

action research; teacher-led research; models; collaboration

Magaji, A., Cabral, A., Lambirth, A., McDonald, R., Brett, A. and Philpott, C. (2021) Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders. Compass: Journal of Learning and Teaching, 14 (2). pp. 1-10. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v14i2.1186)

after school science club; extra-curricular activity; attainment in science; STEM; learning progress; attainment of students

Magaji, Adewale, Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Bijlhout, Diola (2022) The impact of after school science club on the learning progress and attainment of students. International Journal of Instruction, 15 (3):2021062412. pp. 171-190. ISSN 1694-609X (Print), 1308-1470 (Online)

assessment competence, assessment literacy, formative assessment, assessment for learning, self-reflection

Magaji, A. and Ade-Ojo, G. ORCID: 0000-0002-1098-0765 (2023) Trainee teachers’ classroom assessment practices: Towards evaluating trainee teachers’ learning experience in a teacher education program. Social Sciences & Humanities Open, 7 (1):100467. ISSN 2590-2911 (Online) (doi:https://doi.org/10.1016/j.ssaho.2023.100467)

assessment competence; assessment literacy; formative assessment; assessment for learning; self-reflection

Magaji, Adewale and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2023) Trainee teachers’ classroom assessment practices: towards evaluating trainee teachers’ learning experience in a teacher education program. Social Sciences & Humanities Open, 7 (1):100467. pp. 1-9. ISSN 2590-2911 (Online) (doi:https://doi.org/10.1016/j.ssaho.2023.100467)

assessment for learning; pedagogy; trainee teachers

Magaji, Ade (2022) Trainee teachers’ classroom assessment practices: towards a pedagogy of learning. In: Assessment in Higher Education (AHE) Conference: Contemporary assessment practice in the new age of higher education., 22nd Jun - 24th Jun 2022, Manchester, UK. (Unpublished)

climate education ; sustainability

Magaji, Ade (2022) Editorial: Climate education and sustainability. ASE International Journal, 14. pp. 4-5.

climate education; pedagogy; problem-based learning

Busia, Akosua, Magaji, Adewale and Linton-Hemmings, Lorna (2022) Climate education in secondary school and the pedagogical implications. ASE International Journal, 14. pp. 51-57.

collaborative learning; modelling feedback; social cognitive theory; cognitive learning; pedagogy

Magaji, Adewale (2022) Evaluating science trainee teachers’ assessment pedagogy in promoting cognitive learning experience among students. IMPACT (16). ISSN 2514-6955 (Print), 2514-6963 (Online)

constructivism; pedagogical knowledge; sociocultural

Magaji, Adewale (2024) Promoting constructivism as a pedagogy of learning among secondary science trainee teachers. School Science Review, 105 (390). pp. 20-25. ISSN 0036-6811

constructivist learning; co-construction of knowledge; pedagogy

Magaji, Adewale and Adjani, Michael (2024) Co-constructing knowledge between educators and their students: a pedagogical approach to teaching and learning in the HE. In: Courage, Compassion & Trust: Helping students see the value of Higher Education, 26th Jun, 2024, Medway Learning & Teaching Conference, Medway Campus, Kent, UK. (Unpublished)

decolonising; inclusion; curriculum; ethnic minority; initial teacher education

Smith, Lorraine ORCID: 0009-0006-0893-9372 , Magaji, Adewale, Wragg, Jane, Coombes, Sam and Hornsby, Rosamund (2023) Decolonising the secondary initial teacher education curriculum in a university in England: a journey. International Journal of Multidisciplinary Comparative Studies, 9 (1). pp. 48-56. ISSN 2059-4976 (Print), 2059-4984 (Online)

differentiation; adaptive teaching; secondary education; initial teacher education

Smith, Lorraine ORCID: 0009-0006-0893-9372 , Coombes, Samuel, Magaji, Adewale, Wragg, Jane and Hornsby, Rosamund (2022) We need to talk about… differentiation. ASE International Journal, 16 (7). pp. 48-52. ISSN 2515-110X (Online)

formative assessment, questioning, assessment for learning, assessment capability and competency

Magaji, Adewale (2021) Promoting student-led questions in the secondary science classroom: An analysis of the types of questions created by students. IMPACT Journal of the Chartered College of Teaching (12).

inclusive learning; assessment for learning; pedagogy; assessment competence; assessment literacy

Magaji, A. (2024) Building an inclusive learning community of teachers and students through assessment for learning practices: a pedagogy of learning. In: XVIII World Congress of Comparative Education Societies Fostering Inclusive Ecologies of Knowledge: Education for Equitable and Sustainable Futures, 22-26 Jul 2024, New York, USA. (Unpublished)

international teachers; pedagogy

Magaji, Adewale (2024) Supporting International Teachers in the UK: a discussion forum. Discussion Paper. Association for Science Education, ASE, London. (In Press) (doi:https://www.ase.org.uk/events/international-teachers-in-uk-discussion-forum)

inventor; scientific inquiry; problem solving; pedagogical content knowledge; inheritance; nature of science; creativity; adaptation; evolution; extinction

Magaji, Adewale, Smith, Lorraine and Best, Michelle (2021) Chapter 3. Science: children as inventors. In: McDonald, Roger and Gibson, Poppy ORCID: 0000-0002-5971-8565 , (eds.) Inspiring Primary Learners: Insights and Inspiration across the curriculum. Routledge- Taylor & Francis Group, Oxon & New York. ISBN 978-0367110659; 978-0367110642; 978-0429658778; 042965877X; 978-0429024597

modelling, adaptive pedagogy, science ITT, drama

Male, A. and Magaji, A. (2024) What has drama got to do with science? School Science Review, 105 (391). pp. 27-30.

outdoor learning, schools; interdisciplinary activities; experiential learning

Best, Michelle, Magaji, Adewale and Smith, Lorraine (2021) Chapter 17. Outdoor learning. In: McDonald, Roger and Gibson, Poppy ORCID: 0000-0002-5971-8565 , (eds.) Inspiring Primary Learners: Insights and Inspiration across the curriculum. Routledge- Taylor & Francis Group, Oxon & New York. ISBN 978-0367110659; 978-0367110642; 978-0429658778; 042965877X; 978-0429024597

outdoor learning; ecology; initial teacher training

Adjani, Michael, Jack, Chloe, Konadu-Boadi, Andrew, Nwosu, Ekejiuba and Magaji, Adewale (2023) Science trainee teachers’ experience of outdoor learning and its inclusion in the curriculum. ASE International, 19. pp. 37-43. ISSN 2515-110X (Online)

pedagogy, constructivist, initial teacher training, teachers’ standards.

Magaji, Adewale (2019) Engaging trainee teachers in assessment for learning: creating a pedagogy of learning. In: Engaging trainee teachers in assessment for learning: creating a pedagogy of learning., 16 Sep 2019 and 14 Jan 2020, University of Greenwich, London. (Unpublished)

practical work; investigate

Magaji, Adewale and Akinnukawe, Tolulope (2024) Practical work in the science curriculum: insight from the African perspective. Education in Science, 295. p. 15.

problem based learning, collaborative learning, eliciting feedback, constructivist, critical thinking

Magaji, Adewale (2021) Promoting problem-solving skills among secondary science students through problem based learning. International Journal of Instruction, 14 (4). pp. 549-566. ISSN 1694-609X (Print), 1308-1470 (Online) (doi:https://doi.org/10.29333/iji.2021.14432a)

professionalism; ethical leadership

Magaji, Adewale (2024) Professionalism and ethical leadership: from recipe to repertoire. Discussion Paper. House of Lords, Parliament & Chartered College of Teaching, London. (Unpublished)

public administration; developmental and educational psychology; education; computer science applications; computer science (miscellaneous); physical therapy; sports therapy and rehabilitation

Magaji, Adewale ORCID: 0000-0002-1648-2548 , Adjani, Michael and Coombes, Samuel (2024) A systematic review of preservice science teachers’ experience of problem-based learning and implementing it in the classroom. Education Sciences, 14 (3):301. pp. 1-19. ISSN 2227-7102 (Online) (doi:https://doi.org/10.3390/educsci14030301)

questioning; feedback; science learning; constructivism; attainment; engagement; student-led learning

Magaji, A., Ade-Ojo, G. ORCID: 0000-0002-1098-0765 and Betteney, M. (2018) Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. International Journal of Science Education, 40 (9). pp. 1076-1093. ISSN 0950-0693 (Print), 1464-5289 (Online) (doi:https://doi.org/10.1080/09500693.2018.1473658)

remote teaching, synchronous, asynchronous, hybridised

Magaji, Adewale (2021) Reflecting on lessons from engaging with remote teaching during the Covid-19 pandemic in schools in England: a commentary on potentials for improvement. International Journal of Multidisciplinary Comparative Studies, 7 (1-3). pp. 65-75. ISSN 2059-4976 (Print), 2059-4984 (Online)

science capital, science in a Covid-19 era

Magaji, Adewale and Neesam, Marc (2020) Editorial Association for Science Education International Journal.

scientific inquiry, scientific literacy, creativity, curiosity

Magaji, Adewale and Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2018) Social pedagogy in a UK secondary science classroom: developing and promoting scientific inquiry skills among students. In: “Competing Interests and Conflicting Pressures in Higher Education: How Can We Balance the Competing Demands of Stakeholders of University Education?”, 05- 06 Jul 2018, University of Greenwich, London. (Unpublished)

students engagement; student attainment; Key Stage 3 science; science in the curriculum;

Magaji, Adewale (2015) Classroom discourse with both student-led questions and feedback: enhancing engagement and attainment of students in a learner-centred Key Stage 3 science classroom. EdD thesis, University of Greenwich.

teacher-led research, professional learning, action research, models, facilitation and collaboration

Lambirth, A. ORCID: 0000-0001-5354-4915 , Cabral, A. ORCID: 0000-0001-6668-8707 , McDonald, R. ORCID: 0000-0003-1067-5362 , Philpott, C., Brett, A. and Magaji, A. (2019) Teacher-led professional development through a model of action research, collaboration and facilitation. Professional Development in Education, 47 (5). pp. 815-833. ISSN 1941-5257 (Print), 1941-5265 (Online) (doi:https://doi.org/10.1080/19415257.2019.1685565)