Items where Author is "Magaji, Adewale"

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Action research 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 co-construction of knowledge cognitive learning collaborative learning comparative education computer science (miscellaneous) computer science applications constructivism constructivist constructivist learning creativity critical thinking curiosity curriculum decolonising developmental and educational psychology differentiation ecology education eliciting feedback ethical leadership ethnic minority evolution experiential learning extinction extra-curricular activity formative assessment Fourth Industrial Revolution hybridised inclusion Inclusive learning inheritance initial teacher education initial teacher training interdisciplinary activities international teachers inventor investigate Key Stage 3 science learning progress modelling feedback nature of science Nigeria outdoor learning pedagogical content knowledge pedagogical knowledge pedagogy physical therapy practical work problem based learning problem solving problem-based learning professionalism 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 Sub-Saharan Africa synchronous teachers’ standards virtual placement

Number of items: 103.

Action research

Magaji, Adewale, Smith, Lorraine ORCID: https://orcid.org/0009-0006-0893-9372 and Coombes, Samuel (2024) What has inquiry got to do with my teaching: does it have a prospect in teacher education? In: Universities' Council for the Education of Teachers (UCET) Annual Conference 2024, 12th - 13th November, 2024, Leeds, UK. (Unpublished)

adaptation

Magaji, Adewale, Smith, Lorraine and Best, Michelle (2021) Chapter 3. Science: children as inventors. In: McDonald, Roger and Gibson, Poppy ORCID: https://orcid.org/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: https://orcid.org/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: https://orcid.org/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: https://orcid.org/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:10.1016/j.ssaho.2023.100467)

assessment for learning

assessment literacy

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

attainment of students

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.

co-construction of knowledge

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)

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: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: https://orcid.org/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:10.3390/educsci14030301)

computer science applications

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 (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)

constructivist learning

creativity

Magaji, Adewale and Ade-Ojo, Gordon ORCID: https://orcid.org/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

curiosity

curriculum

Magaji, Adewale, Coombes, Justin and Smith, Lorraine ORCID: https://orcid.org/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)

Smith, Lorraine ORCID: https://orcid.org/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

developmental and educational psychology

differentiation

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

eliciting feedback

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)

ethnic minority

evolution

experiential learning

Best, Michelle, Magaji, Adewale and Smith, Lorraine (2021) Chapter 17. Outdoor learning. In: McDonald, Roger and Gibson, Poppy ORCID: https://orcid.org/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

extra-curricular activity

formative assessment

Fourth Industrial Revolution

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

hybridised

inclusion

Inclusive learning

inheritance

initial teacher education

initial teacher training

interdisciplinary activities

international teachers

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

investigate

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

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

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

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

pedagogical content knowledge

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.

physical therapy

practical work

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

problem solving

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.

professionalism

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