action research

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)

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 (Unpublished)

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)

adaptive pedagogy

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

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 (Unpublished)

assessment competence

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 (Unpublished)

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 for learning

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)

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 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)

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)

attainment

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)

Boom's taxonomy

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)

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)

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)

constructivism

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)

drama

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

engagement

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)

facilitation

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)

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)

feedback

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)

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)

formative assessment

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)

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.

inclusive learning

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)

Mastery learning

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.

modelling

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

models

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)

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)

pedagogy

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)

professional learning

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)

prompts

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)

questioning

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)

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)

science ITT

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

science 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)

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)

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)

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)

teacher-led research

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)

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)