ONE of the most remarkable examples of sudden and rapid development of a new scientific method and a new and extensive body of scientific fact is to be seen in the growth of the study of animal psychology during the last ten or a dozen years. As in the case of the general science of psychology, the change came with the introduction of experiment as the fundamental method of investigation, but the transition was accentuated by a craving for objectivity of results, which focussed the attention upon the objective performance or behaviour of the animal under examination, not only to the detriment, but even, in the case of many observers, to the complete neglect of speculation as to its psychical life. If the new psychology claimed to be a psychology without a soul, the new animal psychology threatened, and still threatens, to become an animal psychology without consciousness. Many investigators have indeed openly declared for this ideal-not denying the presence of consciousness, but regarding it as of no importance or value in an explanatory scientific system. Nevertheless signs are not wanting in the most recent work of a healthy reaction from this extreme view, based as much upon observed fact as upon a priori speculation. Animal Intelligence: Experimental Studies. By E. L. Thorndike. Pp. viii + 297. (New York: The Macmillan Co.; London: Macmillan and Co., Ltd., 1911.) Price 7s. net.

Animal Intelligence: Experimental Studies

The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail 16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes. Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks across a range of contexts and academic subjects, the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.

/pdf/tablet-use-in-schools-a-critical-review-of-the-evidence-for-18xstxxtrc.pdf

Tablet use in schools: a critical review of the evidence for learning outcomes

Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning

Teaching and learning for all? The quality imperative revisited

We are most grateful to the teachers and the school who participated in our trials for their enthusiasm and support. Thanks also to Masters students Andrew Cross and Melissa Marsden for their roles in the data collection and analysis. The OER4Schools programme was based in the University of Cambridge Centre for Commonwealth Education (CCE) and was supported by the Commonwealth Education Trust, primarily funding the creation of the resource and the research. We greatly appreciate the administrative support provided by various CCE staff throughout the programme.

/pdf/challenges-and-opportunities-for-teacher-professional-2nc60fn6fz.pdf

Challenges and opportunities for teacher professional development in interactive use of technology in African schools

This rigorous literature review, focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 
- review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 
- identify critical evidence gaps to guide the development of future research programmes

Pedagogy, curriculum, teaching practices and teacher education in developing countries. Education rigorous literature review.

This rigorous literature review, focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to:
- review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers
- identify critical evidence gaps to guide the development of future research programmes

Rhona Brown

Papers

Pedagogy, curriculum, teaching practices and teacher education in developing countries. Education rigorous literature review.

Pedagogy, curriculum, teaching practices and teacher education in developing countries

Meaningful employment opportunities for youth with disabilities in Bhutan: piloting an employment assessment toolkit

Teachers developing knowledge in low and middle income countries: towards more inclusive pedagogy

James Currie and John Ramsay of Ochtertyre: New Manuscripts