- Glasgow, Glasgow City, United Kingdom
Louise Hayward
University of Glasgow, Education, Faculty Member
This paper discusses engineering the future: changing attitudes,changing schools
Research Interests: Engineering and Tk
This paper discusses engineering in the curriculum: connecting science, technology and mathematics.
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This paper discusses where engineering should be in the school curriculum
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Distance education enabled by e-learning is at the forefront of university participation in an increasingly connected world. Physical, temporal, cultural and educational borders are becoming both less rigid and less predictable than ever... more
Distance education enabled by e-learning is at the forefront of university participation in an increasingly connected world. Physical, temporal, cultural and educational borders are becoming both less rigid and less predictable than ever before. The authors suggest, in this article, that university distance elearning could and should allow universities to make a major contribution to lifelong learning in this networked world. However, just as lifelong learning and distance e-learning are subject to multiple interpretations and realisations, the role that universities might play in contributing to global lifelong learning is currently far from clear. Both distance education, as a mode of learning and teaching, and lifelong learning, as an aspiration and a policy, bring issues pertaining to the roles and values of universities into sharp focus. On the fluid, unpredictable landscape of global higher education are traced the imperatives driving distance e-learning and lifelong learning ...
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Evidence based policy formation, both at EU and national level, built upon close linkage of research, policy and practice is regarded by many as an optimum solution. However, while there are many examples in European education of any two... more
Evidence based policy formation, both at EU and national level, built upon close linkage of research, policy and practice is regarded by many as an optimum solution. However, while there are many examples in European education of any two of these communities collaborating in development, the realisation of meaningful inter-relationships among all three communities is complex (Ball 1997). Evidence is often contested, while policy is determined not only by explicit political philosophies but also by deeply embedded assumptions. This paper examines this complexity through the lens of a case study in one country, Scotland, which illuminates relationships among the policy, research and practitioner communities at national and local levels and the nature of their contributions to national curriculum development. The paper explores potential tensions between the development of participative ways of working and the existing structures and ways of thinking within an education system, and exa...
Research Interests: Political Science and Tk
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Research Interests: Psychology and SAGE
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Research Interests: Psychology and SAGE
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‘Learning about Progression’ is a suite of research-based resources designed to provide evidence to support the building of learning progression frameworks in Wales. ‘Learning about Progression’ seeks to deepen our understanding of... more
‘Learning about Progression’ is a suite of research-based resources designed to provide evidence to support the building of learning progression frameworks in Wales. ‘Learning about Progression’ seeks to deepen our understanding of current thinking about progression and to explore different purposes that progression frameworks can serve to improve children and young people’s learning. These resources include consideration of how this evidence relates to current developments in Wales and derives a series of principles to serve as touchstones to make sure that, as practices begin to develop, they stay true to the original aspirations of A Curriculum for Wales – A Curriculum for Life. It also derives, from the review of evidence, a number of fundamental questions for all those involved in the development of progression frameworks to engage.
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Internationally, twenty-first century teacher education is enmeshed in a globalized world where the only constants are socio-cultural and economic change. This chapter examines these ideas critically in the context of teacher education... more
Internationally, twenty-first century teacher education is enmeshed in a globalized world where the only constants are socio-cultural and economic change. This chapter examines these ideas critically in the context of teacher education policy in Scotland. Although Scotland has not been immune to the influences of the Global Educational Reform Movement, its impact has been mediated by its traditions and culture. The chapter begins by exploring the Scottish context and the historical influences on current accountability policy and societal values. Using Ball’s (2015) theory of policy as text and policy as discourse, the chapter analyses three seminal policy documents related to teacher education in Scotland exploring their differing value positions through the lens of accountability and considers their potential impact of the changing landscape on teacher education: Teaching Scotland’s Future (Donaldson, 2011), the Evaluation of the Implementation of Impact of Teaching Scotland’s Futu...
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This project seeks to complement and to extend traditional public awareness activities by bringing together schools and universities in the context of an engineering focus. Using Electrical and Electronic Engineering (EEE) as a pilot... more
This project seeks to complement and to extend traditional public awareness activities by bringing together schools and universities in the context of an engineering focus. Using Electrical and Electronic Engineering (EEE) as a pilot study, this will involve staff and students from schools and universities working together to create exciting and innovative programmes for school children, supported by world leading engineering research groups. In universities the focus will be on collaboration to redesign first year university programmes to build more closely on the experiences of young people as they move from school to university. To embed ideas in the education system, the project will work with policy makers, local and national, to develop policy implications from research and practice for the school university interface more generally. A primary objective of the project is to secure permanent awareness of engineering as a valued profession within the school community and through...
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Engineering the Future (EtF) aims to develop a sustainable model of activities and interactions among researchers, policy makers and practitioners that develops pupils’ understanding of the nature of engineering, embeds experiences of... more
Engineering the Future (EtF) aims to develop a sustainable model of activities and interactions among researchers, policy makers and practitioners that develops pupils’ understanding of the nature of engineering, embeds experiences of engineering within the school classroom and curriculum and promotes engineering as a career.One barrier to young people entering engineering is inadequate awareness of the nature ofengineering and its diverse career paths. Many pupils in the participating schools had no awareness of engineering or very limited awareness. 65% had never considered engineering as a career choice.1st year electronic and electrial engineering students at the universities of Strathclyde and Glasgow identified family links as a key factor in encouraging them to study engineering. They also traced interest in engineering to particular school classroom experiences. Discussions with careers guidance staff revealed that careers guidance is almost entirely responsive to pupil requ...
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A theme that has received attention historically in curriculum studies is that of knowledge, and more recently, how knowledge should be enacted in classrooms and in national curricula. This journal included close attention to knowledge in... more
A theme that has received attention historically in curriculum studies is that of knowledge, and more recently, how knowledge should be enacted in classrooms and in national curricula. This journal included close attention to knowledge in its special issue on aims, knowledge and control (Wyse, Hayward, Higgins, & Livingston, 2014). Subsequent work has theorised a rapprochement between the ideas of powerful knowledge and a Deweyan pragmatist conception of knowledge as transaction (see introduction to Wyse, Hayward, & Pandya, 2016). All the papers in this issue of the curriculum journal relate to knowledge in the curriculum, although inevitably, in a general issue of this kind, some papers tackle the subject of knowledge more directly than others. One of the limitations of some prominent recent theorisations of what has been called ‘powerful knowledge’ is the lack of empirical base. This has been a recurring theme in this journal (see, for example, the papers by Lambert, 2011; Priestl...
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John Gardner Wynne Harlen Louise Hayward Gordon Stobart ... Y casgliad cyntaf yw'r ffaith foel nad yw newidiadau mewn asesu bob amser yn cadw mewn cof holl ddimensiynau allweddol y broses o newid, nac ychwaith anghenion yr holl... more
John Gardner Wynne Harlen Louise Hayward Gordon Stobart ... Y casgliad cyntaf yw'r ffaith foel nad yw newidiadau mewn asesu bob amser yn cadw mewn cof holl ddimensiynau allweddol y broses o newid, nac ychwaith anghenion yr holl gymunedau allweddol sydd yn rhan o ...
The formative Assessment for Learning proposals outlined by Black and Wiliam (e.g. Black et al., 2002) have been well publicised. Since 2002, in its Assessment is for Learning programme, the Scottish Executive Education Department (SEED)... more
The formative Assessment for Learning proposals outlined by Black and Wiliam (e.g. Black et al., 2002) have been well publicised. Since 2002, in its Assessment is for Learning programme, the Scottish Executive Education Department (SEED) has been exploring ways of bringing research, policy and practice in assessment into closer alignment using research on both assessment and transformational change. This paper focuses on one project within Assessment Is for Learning, in which pilot primary and secondary schools across Scotland were encouraged to develop formative assessment approaches in classrooms. They were supported in this by researchers, curriculum developers and local and national policy‐makers. The paper examines the rationale and methods behind the enactment of formative assessment in these schools. It draws upon evidence provided by the interim and final reports of participating schools to draw conclusions about areas of success within the project and potential barriers to ...
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Assessment for learning is widely acknowledged in international research as an effective approach to supporting and promoting learning, but its use in educational settings is not as widespread as may therefore be expected. In this paper I... more
Assessment for learning is widely acknowledged in international research as an effective approach to supporting and promoting learning, but its use in educational settings is not as widespread as may therefore be expected. In this paper I reflect on the impact of a government-funded programme in Scotland, Assessment is for Learning (AifL), and attempts that were made to move it from a small-scale pilot into all Scottish schools. In particular, I analyse approaches to changing professional thinking and consider the importance of the wider educational context on development activity. The final section discusses how far arrangements in Scotland meet emerging standards in assessment, and reflect on the importance of building trust and collaboration in professional learning at all levels in a national assessment system.
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Studies of comparative classroom practice in the teaching of secondary English are limited, especially when it comes to exploration of the day-to-day practice of English teachers in the secondary classroom. This book presents a case study... more
Studies of comparative classroom practice in the teaching of secondary English are limited, especially when it comes to exploration of the day-to-day practice of English teachers in the secondary classroom. This book presents a case study analysis of secondary classroom practice in three countries: Canada, England and Scotland. Each country has had different degrees of state involvement within the secondary English curriculum over the last twenty years. England has had the highest degree of state involvement in that it has had several statutory national curricula and a variety of assessment regimes. Scotland has had a non- statutory curriculum and no national tests and Canada has had no national curriculum at all, with education being determined at province level, and each province varying its policies. The research adopts a case study approach involving both classroom observation and interviews with teachers. Through this, the authors explore the impact of state involvement on the ...