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Items where Author is "Magaji, Adewale"

Items where Author is "Magaji, Adewale"

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adaptation adaptive teaching after school science club assessment capability and competency assessment competence assessment for learning assessment literacy asynchronous attainment in science attainment of students climate education cognitive learning collaborative learning comparative education computer science (miscellaneous) computer science applications constructivism constructivist creativity critical thinking curiosity curriculum decolonising developmental and educational psychology differentiation ecology education eliciting feedback ethnic minority evolution experiential learning extinction extra-curricular activity formative assessment hybridised inclusion inheritance initial teacher education initial teacher training interdisciplinary activities inventor Key Stage 3 science learning progress modelling feedback nature of science Nigeria outdoor learning pedagogical content knowledge pedagogical knowledge pedagogy physical therapy problem based learning problem solving problem-based learning public administration questioning remote teaching schools science capital science in a Covid-19 era science in the curriculum scientific inquiry scientific literacy secondary education self-reflection social cognitive theory sociocultural sports therapy and rehabilitation STEM student attainment students engagement synchronous teachers’ standards
Number of items: 85.

adaptation

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

adaptive teaching

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)

after school science club

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 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).

assessment competence

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

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)

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).

assessment literacy

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)

asynchronous

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)

attainment in science

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)

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)

climate education

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.

cognitive learning

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)

collaborative learning

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)

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)

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)

computer science (miscellaneous)

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)

computer science applications

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)

constructivism

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

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)

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)

creativity

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

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)

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)

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)

curriculum

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)

decolonising

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)

developmental and educational psychology

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)

differentiation

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)

ecology

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)

education

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)

eliciting feedback

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)

ethnic minority

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)

evolution

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

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

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

extra-curricular activity

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)

formative assessment

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)

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).

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)

inclusion

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)

inheritance

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

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)

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)

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)

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)

interdisciplinary activities

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

inventor

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

Key Stage 3 science

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.

learning progress

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)

modelling feedback

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)

nature of science

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

Nigeria

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)

outdoor learning

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)

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

pedagogical content knowledge

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

pedagogical knowledge

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

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)

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.

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)

physical therapy

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)

problem based learning

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)

problem solving

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

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.

public administration

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

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).

remote teaching

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)

schools

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

science capital

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

science in a Covid-19 era

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

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.

scientific inquiry

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

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)

scientific literacy

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)

secondary 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)

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)

social cognitive theory

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)

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

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)

STEM

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)

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)

student attainment

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.

students engagement

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.

synchronous

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)

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)

This list was generated on Thu May 2 18:02:26 2024 UTC.