Diane Harris

The association of classroom interactions, year group and social class

We investigate differences in the teacher–learner interactions in Reception, Year 2 and Year 4 science and literacy classrooms through three measures: (i) the proportion of open questions asked by the teacher, (ii) the rate of successful responses, and (iii) wait‐times. A regression analysis of data from 20 schools and 102 lessons suggests that classrooms in socio‐economically disadvantaged areas offer distinctive patterns of interaction, i.e., typically associated with those approximately two years younger in the more affluent school districts. We then closely examine the quality of two contrasting dialogues from reception science classes of schools in poor and affluent areas. We see how teachers’ questions can work or fail to work to achieve the expected quality in scientific dialogue, and thus how effective use of open questioning might be indicative of quality. In conclusion, we discuss quality of talk as an explanation of class differences in learning outcomes of schooling.

Mathematics and Its Value for Engineering Students: What Are the Implications for Teaching?.

Mathematics has long been known to be problematic for university engineering students and their teachers, for example, Scanlan.[1] This paper presents recent data gathered from interviews with engineering students who experienced problems with mathematics and their lecturers during their transition through the first year in different programme contexts. Our interviews with the students reveal how they understand the relation between engineering and mathematics and we draw on the concept of ‘use- and exchange-value’ to explore this relationship more fully. This paper challenges both the pedagogical practice of teaching non-contextualized mathematics and the lack of transparency regarding the significance of mathematics to engineering. We conclude that the value of mathematics in engineering remains a central problem, and argue that mathematics should be a fundamental concern in the design and practice of first-year engineering.

To what extent is capital expenditure in UK higher education meeting the pedagogical needs of staff and students

ABSTRACT Capital expenditure at United Kingdom (UK) universities is rapidly rising, with new buildings erected on the premise that national and international competitiveness must be maintained. We examine students’ engagement with and conceptualisation of university estate, and explore broader questions about the extent to which building design can support, and indeed change, students’ approaches to learning. Drawing on data collected from 10 staff members and over 200 students at a major UK institution, including detailed one-to-one interviews, we capture users’ often complex interactions with their university environment. Our findings confirm that when asked what would most improve their learning experience, students do not rank building design highly; interactional factors, such as contact time with staff, are considered more valuable. Our conclusion is that returns on capital investment would be boosted if pedagogical needs were prioritised more highly in the design of university buildings, and pedagogical opportunities communicated more clearly to users upon completion.

Higher fees, higher debts: Unequal graduate transitions in England?

Abstract This chapter draws on findings from a comparative, qualitative research project investigating the decision-making of different groups of English higher education students in central England as they graduated from a Russell group university (46 interviewees) and a Post-92 university (28 interviewees). Half of the students graduated in 2014 (lower tuition fees regime) and the other half graduated in 2015 (higher tuition fees regime). The students interviewed were sampled by socio-economic background, gender, degree subject/discipline and secondary school type. Semi-structured interviews were used to explore students’ future plans and perceptions of their future job prospects. Despite higher debt levels, the 2015 sample of Russell Group graduates from lower socio-economic backgrounds had a positive view of their labour market prospects and a high proportion had achieved either a graduate job or a place on a postgraduate course prior to graduation. This group had saved money whilst studying. The 2015 sample of Post-1992 University graduates (from both lower and average socio-economic backgrounds) were worried about their level of debt, future finances and labour market prospects. This chapter raises questions about whether a fairer university finance system, involving lower levels of debt for graduates from less advantaged backgrounds, might avoid some graduates’ transitions to adulthood being so strongly influenced by financial anxieties.