Publications by category
Books
Baumfield V, McLaughlin C, Cordingley P, McLellan R (eds)(2015). Making a Difference: turning teacher learning inside out. Cambridge, Cambridge University Press.
Conroy JC, Lundie D, Baumfield V, Davis RA, Wenell K, Lowden K, Gallagher T, Barnes LP, Bourque N (2013).
Does Religious Education Work? a Multi-dimensional Investigation., A&C Black.
Abstract:
Does Religious Education Work? a Multi-dimensional Investigation
Abstract.
Baumfield V, Hall E, Wall K (2012).
Action Research in Education Learning Through Practitioner Enquiry., SAGE.
Abstract:
Action Research in Education Learning Through Practitioner Enquiry
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Wyse D, Baumfield VM, Egan D, Gallagher C, Hayward L, Hulme M, Leitch R, Lingard B, Livingston K, Menter I, et al (2012).
Creating the curriculum.Abstract:
Creating the curriculum
Abstract.
Baumfield V, Hall E, Wall K (2008). Action Research in the Classroom.
Moseley D, Baumfield V, Elliott J, Gregson M, Higgins S, Miller J, Newton D (2005).
Frameworks for thinking: a handbook for teaching and learning.Abstract:
Frameworks for thinking: a handbook for teaching and learning
Abstract.
Journal articles
Baumfield V, Elliott D, Reid K (In Press). Capturing visual metaphors and tales: Innovative or elusive?. International Journal of Research and Method in Education
Baumfield V, Bethel A, Boyle C, Katene W, Knowler H, Koutsouris G, Norwich B (In Press). How lesson study is used in initial teacher education: an international review of literature. Teacher Development
Baumfield V (2022). Research in and for religious education.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
44(2), 133-137.
Author URL.
Hoang J, Mattick K, Baumfield V (2021). Typologies of education and training pathways for general practitioners: a scoping review.
Educ Prim Care,
32(2), 78-84.
Abstract:
Typologies of education and training pathways for general practitioners: a scoping review.
Introduction: Variation in medical education and training amongst countries is well reported but evidence syntheses of similarities and differences are rare. We developed a typology of education and training pathways for General Practitioners (or equivalent) based on a scoping review of international peer-reviewed literature.Methods: Applying search terms such as 'General practice' or 'Family medicine' and 'medical education or training' in Ovid Medline, Embase, and ERIC, identified studies published since 2010 describing education and training pathways for GPs. Inclusion criteria were used to select studies for data extraction and thematic analysis to characterise distinct typologies.Results: 90 articles were included in the scoping review of which 47 discussed both undergraduate and postgraduate programmes and three typologies based on GPs' role in the healthcare system identified:'Gatekeeper': Patients cannot access secondary or tertiary service without GP referral.'Doctor of choice': Patients can choose to see a specialist and access secondary or tertiary care directly.'Team member': Patients can access a network of health professionals in the community.Conclusion: the typology provides a reference for medical educators and policymakers. Conceptualising the diversity in education and training pathways can inform the implementation of educational and training transformation for GPs in different contexts.
Abstract.
Author URL.
Baumfield V (2019). The meaning and end of religion.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
41(1), 115-116.
Author URL.
Elliot DL, Reid K, Baumfield V (2016). Beyond the amusement, puzzlement and challenges: an enquiry into international students’ academic acculturation.
Studies in Higher Education,
41(12), 2198-2217.
Abstract:
Beyond the amusement, puzzlement and challenges: an enquiry into international students’ academic acculturation
This paper investigates the phenomenological experiences of academic acculturation of selected non-British post-doctoral academics with a retrospective focus on their experiences as PhD students. The participants came from different disciplines and countries of origin to pursue several years of postgraduate research in different British higher education institutions. The typical, yet distinct, experiences of an exceptional group of early career academics offer invaluable insight into the joys, excitement, puzzlement and challenges that international students often encounter as they embark on studying and living in a foreign country such as the UK. Using Urie Bronfenbrenner's bio-ecological theory of human development, our paper presents a theoretical perspective that can help elucidate and offer a greater understanding of what appear to be complex incidences in international students’ experiences. These incidences can, arguably, be crucial to the success or failure of students’ sojourns.
Abstract.
Oancea A, Menter I, Baumfield V (2016). Editorial. Review of Education, 4(1), 3-4.
Baumfield V (2016). Etwas im Religionsunterricht bewegen: Zur Integration von Theorie und Praxis beim professionellen Lernen von Lehrkräften. Zeitschrift für Pädagogik und Theologie, 68(2), 165-177.
Mattick K, Baumfield V (2016). From cost to value in medical education.
Med Teach,
38(5).
Author URL.
Elliott D, Reid K, Makara Fuller K (2016). Hidden treasure: Successful international doctoral students who found and harnessed the hidden curriculum.
Oxford Review of Education,
42(6), 733-748.
Abstract:
Hidden treasure: Successful international doctoral students who found and harnessed the hidden curriculum
This paper draws from an institutionally-funded phenomenological study of international PhD students’ academic acculturation, which focuses on the distinctive strengths, challenges, and hidden opportunities facing this cohort within the context of their transition from one academic culture to another. The first section introduces the theoretical base employed in the study and is then followed by exploring the conceptualisations of the hidden curriculum and its associated concepts: ‘the third space’ and ‘darkness in higher education’. Drawing upon our study findings, the second section illustrates practical exemplars of finding and harnessing the hidden curriculum. Without discounting the wide range of formal and informal institutional support provisions designed to facilitate international PhD students’ acculturation to a new academic setting, our study findings strongly endorse that students themselves have a crucial role to play in their complex transitional journey. Our study also offers a unique insight, i.e. if found, the hidden curriculum is an effective tool not only for international PhD students’ coping and survival but even more importantly, in thriving in new societal and academic contexts.
Abstract.
Baumfield VM (2016). John Dewey among the theologians.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
38(3), 343-345.
Author URL.
Baumfield V (2016). Making a difference in the Religious Education classroom: integrating theory and practice in teachers’ professional learning.
British Journal of Religious Education,
38(2), 141-151.
Abstract:
Making a difference in the Religious Education classroom: integrating theory and practice in teachers’ professional learning
Systematic reviews and meta-analyses of the research literature on continuing professional development and School Improvement demonstrate that teachers who have the opportunity to develop ‘knowledge of practice’ by integrating theory and practice have a positive impact on student attainment. It is argued in this article that we have sufficient weight of evidence to indicate that engaging in curriculum development as a participant in a community of inquiry is the optimal context for professional learning to develop knowledge of practice. However, establishing participation in communities of inquiry as integral to teachers’ professional learning remains a challenge and we need better ways of sharing and interrogating what we (think we) know. Examples of ‘experiments in practice’ to promote professional learning and make a difference in the Religious Education classroom, are used to indicate what has worked and what has not and what we might do next.
Abstract.
Baumfield V, Elliot D, Reid K (2016). Searching for a 'third space’: a creative pathway towards international PhD students’ academic acculturation.
Higher Education Research & Development,
35(6), 1180-1195.
Abstract:
Searching for a 'third space’: a creative pathway towards international PhD students’ academic acculturation
Undertaking a PhD is a challenging endeavour. Pursuing a doctoral education in a ‘foreign’ context tends to increase the demands of this intellectual venture. The nature of research-based PhD programmes, often characterised by a lack of formal curricula where academic supervision lasts several years, may add another layer of complexity. Drawing upon an extended version of Urie Bronfenbrenner's bio-ecological theory of human development, this paper attempts to offer a greater understanding of both academic and non-academic concerns confronting international PhD students with a view to highlighting their implications for institutional policy and practice. Underpinned by a visual metaphor approach, our research findings advocate embedding the use of ‘a third space’ as a creative pathway and strategy for maximising students’ chances of achieving a successful PhD academic acculturation journey.
Abstract.
Marie Baumfield V (2015). International trends and national contexts in religious education. British Journal of Religious Education, 37(1), 1-3.
Baumfield V (2015). Mind the gap. Theory and practice in professional learning. Professional Development Today, 17(2), 8-17.
Baumfield VM (2015). Religion and education in religious education: Constructing the object of study. British Journal of Religious Education, 37(3), 222-224.
Baumfield VM (2015). Religion and education in religious education: constructing the object of study. British Journal of Religious Education
Baumfield V, Cush D, Miller J (2014). A third perspective in retrospective: 20 years later. British Journal of Religious Education, 36(3), 247-255.
Baumfield V (2014). An aims‐based curriculum: the significance of human flourishing for schools. The Curriculum Journal, 25(1), 151-154.
Baumfield V (2014). MasterClass in religious education: transforming teaching and learning.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
36(1), 102-106.
Author URL.
Baumfield V (2014). To teach is to learn. British Journal of Religious Education, 36(1), 1-3.
Baumfield V (2013). Curriculum reform and subject review: Religious education at the crossroads. British Journal of Religious Education, 35(1), 1-4.
Baumfield V (2013). Curriculum reform and subject review: religious education at the crossroads.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
35(1), 1-4.
Author URL.
Baumfield V, Menter I, Oancea A (2013). Editorial. Review of Education, 1(1), 1-1.
Baumfield V, Cush D (2013). Religious education at the crossroads (again): the search for a subject identity?. British Journal of Religious Education, 35(3), 231-235.
Baumfield V, Cush D (2012). A gift from the child: Curriculum development in religious education. British Journal of Religious Education, 34(3), 227-230.
Adam JM, Camotim D, Dunai L, Marti K, Nikolos IK, Pallares FJ, Papadopoulou MP, Saka MP, Schueller GI, Vietor T, et al (2012). Editorial.
ADVANCES IN ENGINEERING SOFTWARE,
44(1), 1-2.
Author URL.
Gaines AD (2012). Editorial.
CULTURE MEDICINE AND PSYCHIATRY,
36(1), 1-1.
Author URL.
Hessle S (2012). Editorial.
INTERNATIONAL JOURNAL OF SOCIAL WELFARE,
21(1), 1-2.
Author URL.
Carter L, Colman W (2012). Editorial.
JOURNAL OF ANALYTICAL PSYCHOLOGY,
57(1), 1-2.
Author URL.
Baumfield V, Menter I, Gronn P, Cremin H, Hughes J, Leitch R (2012). Editorial. British Educational Research Journal, 38(1), 1-2.
Baumfield VM, Conroy JC, Davis RA, Lundie DC (2012). The Delphi method: Gathering expert opinion in religious education.
British Journal of Religious Education,
34(1), 5-19.
Abstract:
The Delphi method: Gathering expert opinion in religious education
The Does Religious Education work? project is part of the Religion and Society programme funded by two major research councils in the UK. It sets out to track the trajectory of Religious Education (RE) in secondary schools in the UK from the aims and intentions represented in policy through its enactment in classroom practice to the estimations of its impact by students. Using a combination of approaches, we are in the process of investigating the practices which determine and shape the teaching of RE in secondary schools through linked case studies, semi-structured interviews and a practitioner enquiry strand. In this article we focus on the first stage of the project where we used the Delphi method to elicit expert opinion on the aims and intentions of RE in secondary schools in Scotland, England and Northern Ireland. We outline the place of the Delphi process within the rationale of the project, discuss emerging themes and some of the issues arising from the use of this approach. © 2012 Christian Education.
Abstract.
Baumfield V (2012). Understanding the wider context: Meaning and purpose in religious education. British Journal of Religious Education, 34(1), 1-4.
Xue Y (2012). Untitled.
JOURNAL OF GENETICS AND GENOMICS,
39(1), 1-2.
Author URL.
Kennedy DW (2012). Untitled.
INTERNATIONAL FORUM OF ALLERGY & RHINOLOGY,
2(1), 1-1.
Author URL.
Azulay J-P (2012). Untitled.
REVUE NEUROLOGIQUE,
168(1), 1-1.
Author URL.
Baumfield V (2011). 'Knowing differently': Religion and education in the classroom. British Journal of Religious Education, 33(1), 1-2.
Baumfield V, Menter I, Gronn P, Cremin H, Hughes J, Leitch R (2011). Editorial. British Educational Research Journal, 37(1), 1-3.
Meijer WAJ, Baumfield V, Whittall A, Gent B, Leirvik O (2010). Book reviews. British Journal of Religious Education, 32(1), 77-87.
Baumfield V, Hulme M, Livingston K, Menter I (2010). Consultation and engagement? the reshaping of teacher professionalism through curriculum reform in 21st Century Scotland. Scottish Educational Review, 42(2), 57-73.
Baumfield V, Menter I, Skelton C, Thomas G (2010). Editorial. British Educational Research Journal, 36(1), 1-2.
Baumfield V (2010). Editorial: Towards a pedagogy for religious education: Professional development through engagement in and with research. British Journal of Religious Education, 32(2), 89-91.
Baumfield V (2010). Researching RE teachers. RE teachers as researchers.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
32(1), 79-81.
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Wakeling P, Eyre D, Tucker S, Sears A, Race R, Croll P, Baumfield V, Allan A, Swain J, Kapadia R, et al (2010). Reviews. British Journal of Educational Studies, 58(1), 117-134.
Baumfield V (2010). The Power of Pedagogy.
BRITISH JOURNAL OF EDUCATIONAL STUDIES,
58(1), 126-128.
Author URL.
Baumfield V (2009). 'It's good to talk': Dialogue and the development of mutual understanding. British Journal of Religious Education, 31(3), 183-185.
Thomas G, Baumfield V, Menter I, Skelton C (2009). BERJ: a journal for our community of inquiry. British Educational Research Journal, 35(1), 1-3.
Nesbitt E, Castelli M, Leirvik O, Baumfield V, Wintersgill B, Ouellet F (2009). Book reviews. British Journal of Religious Education, 31(3), 289-301.
Hulme M, Baumfield V, Payne F (2009). Building capacity through teacher enquiry: the scottish schools of ambition.
Journal of Education for Teaching,
35(4), 409-424.
Abstract:
Building capacity through teacher enquiry: the scottish schools of ambition
There has been much recent interest in collaboration and networking within and between schools to promote innovation, school improvement, and professional development. This paper starts with a brief review of the recent history of teacher research in the UK in order to consider how pre- and in-service teachers are currently positioned in relation to research. Drawing on the case of the Scottish Schools of Ambition, a network of 52 schools receiving additional resource for targeted school improvement, the paper identifies some of the challenges and opportunities presented by sponsored research engagement. Tensions between evaluating and being supportive when engaged in an externally sponsored initiative with the specific goal of demonstrating school improvement are highlighted. The perception that any change in modes of working tends to be more visible in the institutional context of school rather than the university is also noted. Based on the experience of this Scottish case and a review of current research into school-university partnerships, we argue that effective collaborations need to address questions of power to ensure mutual benefits, reciprocity, and a genuine coalition of interest amongst partners. The paper suggests that teacher educators may have an important contribution to make to building capacity through teacher enquiry given their position as mediators between schools and university faculties of education. © 2009 Taylor & Francis.
Abstract.
Baumfield VM, Hall E, Higgins S, Wall K (2009). Catalytic tools: Understanding the interaction of enquiry and feedback in teachers' learning.
European Journal of Teacher Education,
32(4), 423-435.
Abstract:
Catalytic tools: Understanding the interaction of enquiry and feedback in teachers' learning
This paper investigates how the use of Pupil Views Templates (PVTs), a tool designed to elicit, record and analyse the development of students' awareness of their own learning processes, supports teachers' professional learning. This paper reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. The data set includes practitioners' case studies, interviews, questionnaires and cross-project analysis completed by the university team. Analysis focuses on the role of feedback, stimulated through the use of PVTs, in teachers' learning through three dimensions: the influence of student feedback on teachers as part of the pedagogical encounter; the influence of student feedback on schools within the context of the practitioner enquiry projects; the influence of feedback on the lead teacher researchers.der perspective' derived from the diverse data sources. © 2009 Association for Teacher Education in Europe.
Abstract.
Higgins S, Baumfield V, Newton D, Elliott J (2009). DEVELOPING EFFECTIVE MULTIMEDIA INSTRUCTION FOR EXPERT LEARNERS. The American Journal of Psychology, 122(4), 553-555.
Baumfield V (2009). Essays on pedagogy.
BRITISH EDUCATIONAL RESEARCH JOURNAL,
35(5), 809-810.
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Higgins S, Baumfield V, Newton D, Elliott J (2009). Instructing and Testing Advanced Learners: a Cognitive Load Approach.
AMERICAN JOURNAL OF PSYCHOLOGY,
122(4), 553-555.
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Baumfield V (2009). Inter faith dialogue by email in primary schools: an evaluation of the building e-bridges project.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
31(3), 295-297.
Author URL.
Baumfield V (2009). Learning about and learning from religious education. British Journal of Religious Education, 31(1), 1-2.
Baumfield V (2009). Schools and religions: imagining the real.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
31(1), 75-77.
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Bates D, Baumfield V, Francis LJ, Priestley JG, Richardson R (2008). Book reviews. British Journal of Religious Education, 31(1), 73-83.
Baumfield V (2008). Demanding RE: Engaging research, scholarship and practice to promote learning. British Journal of Religious Education, 30(1), 1-2.
Baumfield V (2008). Education for inclusive citizenship.
BRITISH EDUCATIONAL RESEARCH JOURNAL,
34(2), 296-297.
Author URL.
Baumfield V (2008). Romanticism and education: love, heroism and imagination in pedagogy.
BRITISH EDUCATIONAL RESEARCH JOURNAL,
34(3), 408-409.
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Naughton GM, Willan J, Flewitt R, Ball M, Baumfield V (2007). BOOK REVIEWS. International Journal of Early Years Education, 15(2), 219-229.
Baumfield V (2007). Becoming a teacher of RE in a world of religious diversity.
Journal of Beliefs and Values,
28(1), 77-81.
Abstract:
Becoming a teacher of RE in a world of religious diversity
The study explores the professional learning of novice teachers of Religious Education (RE) in secondary schools in England. The focus is on the impact of an enquiry-based approach to Initial Teacher Education on the development of two cohorts (n = 35) of Post Graduate Certificate of Education Secondary RE students during a one-year course as they work towards achieving Qualified Teacher Status; a sub-sample are also tracked into their induction year as classroom practitioners. Their beliefs and values regarding the role of RE in the state school curriculum and the role of practice evidence, research evidence and theory in finding an approach to teaching RE are explored through an analysis of their documented enquiries and interviews. The study makes a contribution to the wider debate regarding the professional development of teachers and the role of the university in teacher education. © 2007, Taylor & Francis Group, LLC.
Abstract.
Baumfield V, Butterworth M (2007). Creating and translating knowledge about teaching and learning in collaborative school-university research partnerships: an analysis of what is exchanged across the partnerships, by whom and how.
Teachers and Teaching: Theory and Practice,
13(4), 411-427.
Abstract:
Creating and translating knowledge about teaching and learning in collaborative school-university research partnerships: an analysis of what is exchanged across the partnerships, by whom and how
Whilst there is a growing body of literature on practitioner research and the role of collaborations and partnerships that include universities in that process, there are relatively few studies examining the role of the university in any depth. We reflect on 12 years of working in school-university collaborative research partnerships through an analysis of the exchanges between teachers and academics as documented by interviews, case studies and project reports. We draw upon a sample of 90 teachers in 51 schools covering all phases of compulsory schooling. Focusing on the exchanges between the university and partnership schools, we extend the idea of radical collegiality to encompass teacher to academic dialogue in the process of mutual transformation. We contribute to the development of greater conceptual clarity regarding school-university research partnerships and their potential to contribute to the creation and translation of knowledge about teaching and learning. The interplay of the project as the context, the role of enquiry and the development and use of tools by the participants is outlined and a model for understanding the dynamics of school-university partnerships proposed. We suggest that the project as a space- and time-limited context inclusive of partner institutions may have the scope to reconcile the tension between an impetus for exclusive bonding and the flexibility of bridging across structures in social networks. We conclude that the model of the exchanges between partners is fruitful in unravelling the relationship between theory and practice in the pursuit of knowledge about teaching and learning.
Abstract.
Baumfield V (2007). Religious education and Schwab's four topics of education. British Journal of Religious Education, 29(2), 125-126.
Baumfield VM (2007). Teachers as Learners: promoting professional development through inquiry. Journal of Research and Reflections in Education, 1(2), 147-159.
Baumfield V (2006). Breadth and depth in researching religious education. British Journal of Religious Education, 28(1), 1-2.
Baumfield V (2006). Textbooks and RE - Empowering or restricting?. British Journal of Religious Education, 28(3), 223-224.
Baumfield V (2006). Tools for pedagogical inquiry: the impact of teaching thinking skills on teachers.
Oxford Review of Education,
32(2), 185-196.
Abstract:
Tools for pedagogical inquiry: the impact of teaching thinking skills on teachers
This paper explores the idea of thinking skills approaches as tools for pedagogical inquiry and in so doing seeks to develop the link between the promotion of inquiry-based learning, which is a central tenet of thinking skills, and inquiry-based teaching as an approach to professional development and school improvement. The first part of the paper examines the impact of teaching thinking skills on teachers by drawing upon a systematic review of research evidence. The second pan of the paper sets the characteristics identified in the context of research into teachers' development and considers the contribution of a pedagogy based on thinking skills approaches to continuing professional development.
Abstract.
Baumfield V, Butterworth M (2005). Developing and sustaining professional dialogue about teaching and learning in schools. Journal of In-service Education, 31(2), 297-312.
Baumfield V, Butterworth M (2005). Developing and sustaining professional dialogue about teaching and learning in schools.
Journal of In-Service Education,
31(2), 297-312.
Abstract:
Developing and sustaining professional dialogue about teaching and learning in schools
This article presents empirical evidence from a follow-up study of schools which had been members of a school-based research consortium. It offers insight into the work of professional learning communities at the level of practice and so contributes to the growing research interest in probing their development. It investigates the extent to which activities to support professional dialogue that evolved in a schoolbased research consortium had been sustained and developed three years after the period of external funding. It was found that only those activities most explicitly focused on immediate classroom practice were sustained. The findings support the view that learning in partnerships and networks is highly contextualised and consequently not easily transferred. © 2005 Taylor & Francis Group, LLC.
Abstract.
Baumfield V, Butterworth M (2005). Developing and sustaining professional dialogue about teaching and learning in schools. Journal of In-service Education, 31(2), 297-312.
Baumfield V (2005). Disciplinary knowledge and religious education. British Journal of Religious Education, 27(1), 3-4.
Baumfield V (2005). Religion and postmodernity.
JOURNAL OF MORAL EDUCATION,
34(1), 117-118.
Author URL.
Baumfield V, Devlin N (2005). Staying on task: can a thinking skills approach support a productive pedagogy for inclusion?. Journal of Research in Special Educational Needs, 5(1), 37-42.
Baumfield V (2004). Editorial: the place of religious education in the school curriculum. British Journal of Religious Education, 26(2), 115-117.
Baumfield V (2003). British Journal of Religious Education: Editorial. British Journal of Religious Education, 25(2), 86-88.
Baumfield V (2003). British Journal of Religious Education: Editorial. British Journal of Religious Education, 25(2), 2-5.
Baumfield V (2003). British Journal of Religious Education: Editorial. British Journal of Religious Education, 25(4), 258-260.
Baumfield V (2003). Democratic RE: Preparing young people for citizenship.
British Journal of Religious Education,
25(3), 173-184.
Abstract:
Democratic RE: Preparing young people for citizenship
The paper presents an approach to teaching religious education (RE) in the secondary school (11-18) classroom in the UK based on Dewey's conception of the community of enquiry and the role of the teacher as the mediator of experience, it draws upon empirical work in classrooms exploring the impact of the infusion of enquiry-based learning and thinking skills into the teaching of subject disciplines. Included in the paper is an illustrative case study of how practitioners implement approaches to teaching RE and their impact on pupil engagement. The effect of the approach on pupil learning and the teacher's pedagogy and the implications for the subject discipline of RE are investigated. The paper draws upon collaborative action research projects undertaken in partnership with schools and Local Education Authorities in the North East of England and increasingly at a national level. Links will be made to international developments in the teaching of thinking skills and concerns for citizenship education. The central questions that are addressed are: the feasibility of a model of democratic teaching in the classroom; the contribution of RE to citizenship education.
Abstract.
Baumfield V, Johnson C (2002). British Journal of Religious Education: Editorial. British Journal of Religious Education, 24(2), 82-84.
Baumfield V, Mroz M (2002). Investigating pupils' questions in the primary classroom.
Educational Research,
44(2), 129-140.
Abstract:
Investigating pupils' questions in the primary classroom
The paper presents the findings of a coding system applied to the questions generated by primary school pupils to a narrative text. The coding schedule proved consistent across university and teacher researchers. The results and discussion centre on the question type and the degree of understanding displayed by pupils. Suggestions are put forward for the use of a community of inquiry approach to question generation as a means of empowering pupils and allowing the speaking and listening requirements of the National Curriculum to be met in a holistic manner.
Abstract.
Baumfield V, Mroz M (2002). Investigating pupils' questions in the primary classroom.
EDUCATIONAL RESEARCH,
44(2), 129-140.
Author URL.
Baumfield V (2001). British Journal of Religious Education: Editorial. British Journal of Religious Education, 23(2), 74-75.
Baumfield V (1999). Editorial: British journal of religious education. British Journal of Religious Education, 22(1), 2-3.
Higgins S, Baumfield V (1998). A Defence of Teaching General Thinking Skills.
Journal of Philosophy of Education,
32(3), 391-398.
Abstract:
A Defence of Teaching General Thinking Skills
There has been developing interest in thinking skills in schools over the past decade. However in the UK the consensus seems to have been against the possibility of the very existence of general thinking skills. We present three main arguments in defence of general thinking skills which hinge upon assumptions in a priori arguments about transfer, we suggest that a clearer definition of the domains of knowledge theory is necessary for the way it is used against thinking skills and we offer a consideration of the expert/novice objections about subject or domain-specific knowledge.
Abstract.
Baumfield V, Oberski I (1998). What do teachers think about thinking skills?.
Quality Assurance in Education,
6(1), 44-51.
Abstract:
What do teachers think about thinking skills?
Presents findings from a case study of the implementation of three different thinking skills programmes - Somerset Thinking Skills, Instrumental Enrichment and Philosophy for Children, in year seven of an inner city secondary school. Focuses on the perceptions of the teachers involved and explores the extent to which teacher perceptions affected implementation. An understanding of teachers’ perceptions is important if effective training and support is to be provided and the problem of poor implementation of thinking skills programmes is to be addressed. Analysis of teacher perceptions will also contribute to our understanding of why a particular programme is chosen and the extent to which the needs of the teacher are consistent with its aims. Findings of the study reaffirm the difficulty experienced teachers face when attempting to develop new skills and highlight the problems presented by the lack of immediate, concrete outcomes from a thinking skills lesson. Identifies teachers’ planning and perceptions of what constitutes group work as areas deserving further research and notes the importance of the presentation of thinking skills materials for the teachers using them. © 1998, MCB UP Limited
Abstract.
Baumfield V (1997). British Journal of Religious Education: Editorial. British Journal of Religious Education, 20(1), 2-4.
Jackson R, Baumfield V (1997). British Journal of Religious Education: Editorial. British Journal of Religious Education, 19(2), 66-68.
Baumfield V (1997). Freedom and authority in religions and religious education - Gates,B.
JOURNAL OF MORAL EDUCATION,
26(2), 231-233.
Author URL.
Baumfield V, Bowness C, Cush D, Miller J (1994). Model syllabus consultation period: a contribution. Journal of Beliefs & Values, 15(1), 3-5.
Chapters
Baumfield V, Higgins S (2021). Child and the Curriculum in the 21st Century. In (Ed) The Contemporary Relevance of John Dewey's Theories on Teaching and Learning, 131-148.
Baumfield V (2018). Curriculum Making in the (Dis)United Kingdom. In (Ed) Religions- und Ethikunterricht zwischen Konkurrenz und Kooperation, 317-332.
Baumfield V (2018). Curriculum Making in the (Dis)United Kingdom: the impact of global trends, national contexts and local circumstances on Religious and Moral Education in schools. In Schroder B, Emmelmann M (Eds.)
Religions- und Ethikunterricht zwischen Konkurrenz und Kooperation, Gottingen: Vandenhoeck and Ruprecht, 317-332.
Abstract:
Curriculum Making in the (Dis)United Kingdom: the impact of global trends, national contexts and local circumstances on Religious and Moral Education in schools
Abstract.
Baumfield VM (2016). Changing minds: the professional learning of teachers in a classroom community of inquiry. In (Ed) The Routledge International Handbook of Philosophy for Children, 119-126.
Baumfield V (2016). Democratic Pedagogy: Thinking together. In Higgins SE, Coffield F (Eds.) John Dewey's Democracy and Education a British tribute, London: UCL-IoE Press, 76-88.
Baumfield V (2016). Teachers for the Twenty-first Century: a Transnational Analysis of the Role of the University in Teacher Education in the United Kingdom. In Moon B (Ed) Do Universities have a Role in the Education and Training of Teachers?, Cambridge: Cambridge University Press, 25-39.
Baumfield V (2015). Practitioner Research: Understanding Teaching through Inquiry. In Wyse D, Hayward L, Pandya J (Eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment, London: SAGE Publications Limited, 154-168.
Baumfield V (2015). Tools for inquiry: the role of thinking skills approaches in developing pedagogy as theory. In (Ed) The Routledge International Handbook of Research on Teaching Thinking, 71-79.
Baumfield V (2014). Developing a Capacity for Learning. In Carroll M, McCulloch M (Eds.) Understanding Teaching and Learning in Primary Education, London: Sage, 102-115.
Baumfield V (2012). Pedagogy. In Barnes P (Ed) Debates in Religious Education, London: Routledge, 205-212.
Baumfield VM (2012). Pedagogy. In (Ed)
Creating the Curriculum, 46-58.
Abstract:
Pedagogy
Abstract.
Baumfield V, McLaughlin C (2006). Bridging and bonding: Perspectives on the role of the university in SUPER. In (Ed) Researching Schools: Stories from a Schools-University Partnership for Educational Research, 132-146.
Baumfield V (2005). How local should a local agreed syllabus for RE be?. In (Ed)
Spiritual and Religious Education, 241-250.
Abstract:
How local should a local agreed syllabus for RE be?
Abstract.
Conferences
Conroy JC, Lundie D, Baumfield V (2012). Failures of meaning in religious education.
Abstract:
Failures of meaning in religious education
Abstract.
Publications by year
In Press
Baumfield V, Elliott D, Reid K (In Press). Capturing visual metaphors and tales: Innovative or elusive?. International Journal of Research and Method in Education
Baumfield V, Bethel A, Boyle C, Katene W, Knowler H, Koutsouris G, Norwich B (In Press). How lesson study is used in initial teacher education: an international review of literature. Teacher Development
2022
Baumfield V (2022). Research in and for religious education.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
44(2), 133-137.
Author URL.
2021
Baumfield V, Higgins S (2021). Child and the Curriculum in the 21st Century. In (Ed) The Contemporary Relevance of John Dewey's Theories on Teaching and Learning, 131-148.
Hoang H (2021). DEVELOPING a GLOBAL TYPOLOGY OF EDUCATION AND TRAINING PATHWAYS FOR GENERAL PRACTITIONERS.
Abstract:
DEVELOPING a GLOBAL TYPOLOGY OF EDUCATION AND TRAINING PATHWAYS FOR GENERAL PRACTITIONERS
Introduction
General practitioners (GPs) play a crucial role in delivering primary care; however, there is a shortage of GPs and a recruitment crisis in many parts of the world. Additionally, GPs often work under high pressure due to increasing societal demand for their services, resulting from the aging population, increasingly complex patient cases, climate change, pandemics, and other factors. Initiatives such as changes in medical technology, new ways of treating patients, and increasing allied healthcare professionals' involvement are attempting to address these challenges. Therefore, the role of GPs is changing, and new approaches to recruitment and training are required. This thesis explores different typologies of education and training pathways for GPs and their characteristics.
Methods
The study consisted of two sequential phases. In phase 1, a scoping review used search terms such as ‘General practice’ or ‘Family medicine’ and ‘medical education or training’ in Ovid Medline, EmBase, and ERIC. It identified studies published in English since 2010, describing education and training pathways for GPs. Three typologies based on GPs’ roles in healthcare systems were developed. In phase 2, semi-structured interviews with 28 stakeholders in the training process for GPs helped to extend understanding of the three typologies. The stakeholders were located in three countries (Vietnam, UK, and the USA) selected as representative of each typology.
Results
In phase 1, 90 articles were included in the scoping review, of which 47 discussed both undergraduate and postgraduate programmes. The different roles of GPs within the health care system were reflected in distinct education and training pathways. Three typologies were developed: ‘Gatekeeper’ (where patients cannot access secondary or tertiary services without GP referral), ‘Doctor of Choice’ (where patients can choose to see a GP or specialist and can access secondary or tertiary care directly), and ‘Team member’ (where patients can access a network of health professionals in the community).
In phase 2, three main themes related to the typologies emerged: (i) characteristics of training pathways, (ii) influencing factors, and (iii) stages of the training pathway. Training pathways were diverse and changed over time. Five influencing factors to GP training were: programme design (curriculum, pedagogy, assessment), culturally and historically established structures (e.g. duration and training settings), changing role of GPs, changing expectations of patients and society, and changing health needs. There were three main stages of training pathways: entering the pathway as medical students, continuing the pathway as trainees, and exiting the pathway as GPs. The significant distinctions of the three stages between the typologies were reflected.
Discussion
The study offers a provisional typology with typical characteristics and factors influencing GP training. These findings highlight: (1) diversity and complexity in education and training for GPs; (2) a strong connection between training pathways with practice settings and types of primary care provision in countries; (3) that a ‘one size fits all’ approach is not appropriate in designing and developing GP training programmes; (4) that barriers exist to the mobility of GPs between countries. Therefore, the typology provides a reference for medical educators and policymakers. Conceptualising the diversity in education and training pathways can inform the implementation of educational and training transformation for GPs in different countries.
Abstract.
Hoang J, Mattick K, Baumfield V (2021). Typologies of education and training pathways for general practitioners: a scoping review.
Educ Prim Care,
32(2), 78-84.
Abstract:
Typologies of education and training pathways for general practitioners: a scoping review.
Introduction: Variation in medical education and training amongst countries is well reported but evidence syntheses of similarities and differences are rare. We developed a typology of education and training pathways for General Practitioners (or equivalent) based on a scoping review of international peer-reviewed literature.Methods: Applying search terms such as 'General practice' or 'Family medicine' and 'medical education or training' in Ovid Medline, Embase, and ERIC, identified studies published since 2010 describing education and training pathways for GPs. Inclusion criteria were used to select studies for data extraction and thematic analysis to characterise distinct typologies.Results: 90 articles were included in the scoping review of which 47 discussed both undergraduate and postgraduate programmes and three typologies based on GPs' role in the healthcare system identified:'Gatekeeper': Patients cannot access secondary or tertiary service without GP referral.'Doctor of choice': Patients can choose to see a specialist and access secondary or tertiary care directly.'Team member': Patients can access a network of health professionals in the community.Conclusion: the typology provides a reference for medical educators and policymakers. Conceptualising the diversity in education and training pathways can inform the implementation of educational and training transformation for GPs in different contexts.
Abstract.
Author URL.
2019
Baumfield V (2019). The meaning and end of religion.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
41(1), 115-116.
Author URL.
2018
Baumfield V (2018). Curriculum Making in the (Dis)United Kingdom. In (Ed) Religions- und Ethikunterricht zwischen Konkurrenz und Kooperation, 317-332.
Baumfield V (2018). Curriculum Making in the (Dis)United Kingdom: the impact of global trends, national contexts and local circumstances on Religious and Moral Education in schools. In Schroder B, Emmelmann M (Eds.)
Religions- und Ethikunterricht zwischen Konkurrenz und Kooperation, Gottingen: Vandenhoeck and Ruprecht, 317-332.
Abstract:
Curriculum Making in the (Dis)United Kingdom: the impact of global trends, national contexts and local circumstances on Religious and Moral Education in schools
Abstract.
2016
Elliot DL, Reid K, Baumfield V (2016). Beyond the amusement, puzzlement and challenges: an enquiry into international students’ academic acculturation.
Studies in Higher Education,
41(12), 2198-2217.
Abstract:
Beyond the amusement, puzzlement and challenges: an enquiry into international students’ academic acculturation
This paper investigates the phenomenological experiences of academic acculturation of selected non-British post-doctoral academics with a retrospective focus on their experiences as PhD students. The participants came from different disciplines and countries of origin to pursue several years of postgraduate research in different British higher education institutions. The typical, yet distinct, experiences of an exceptional group of early career academics offer invaluable insight into the joys, excitement, puzzlement and challenges that international students often encounter as they embark on studying and living in a foreign country such as the UK. Using Urie Bronfenbrenner's bio-ecological theory of human development, our paper presents a theoretical perspective that can help elucidate and offer a greater understanding of what appear to be complex incidences in international students’ experiences. These incidences can, arguably, be crucial to the success or failure of students’ sojourns.
Abstract.
Baumfield VM (2016). Changing minds: the professional learning of teachers in a classroom community of inquiry. In (Ed) The Routledge International Handbook of Philosophy for Children, 119-126.
Baumfield V (2016). Democratic Pedagogy: Thinking together. In Higgins SE, Coffield F (Eds.) John Dewey's Democracy and Education a British tribute, London: UCL-IoE Press, 76-88.
Oancea A, Menter I, Baumfield V (2016). Editorial. Review of Education, 4(1), 3-4.
Baumfield V (2016). Etwas im Religionsunterricht bewegen: Zur Integration von Theorie und Praxis beim professionellen Lernen von Lehrkräften. Zeitschrift für Pädagogik und Theologie, 68(2), 165-177.
Mattick K, Baumfield V (2016). From cost to value in medical education.
Med Teach,
38(5).
Author URL.
Elliott D, Reid K, Makara Fuller K (2016). Hidden treasure: Successful international doctoral students who found and harnessed the hidden curriculum.
Oxford Review of Education,
42(6), 733-748.
Abstract:
Hidden treasure: Successful international doctoral students who found and harnessed the hidden curriculum
This paper draws from an institutionally-funded phenomenological study of international PhD students’ academic acculturation, which focuses on the distinctive strengths, challenges, and hidden opportunities facing this cohort within the context of their transition from one academic culture to another. The first section introduces the theoretical base employed in the study and is then followed by exploring the conceptualisations of the hidden curriculum and its associated concepts: ‘the third space’ and ‘darkness in higher education’. Drawing upon our study findings, the second section illustrates practical exemplars of finding and harnessing the hidden curriculum. Without discounting the wide range of formal and informal institutional support provisions designed to facilitate international PhD students’ acculturation to a new academic setting, our study findings strongly endorse that students themselves have a crucial role to play in their complex transitional journey. Our study also offers a unique insight, i.e. if found, the hidden curriculum is an effective tool not only for international PhD students’ coping and survival but even more importantly, in thriving in new societal and academic contexts.
Abstract.
Baumfield VM (2016). John Dewey among the theologians.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
38(3), 343-345.
Author URL.
Baumfield V (2016). Making a difference in the Religious Education classroom: integrating theory and practice in teachers’ professional learning.
British Journal of Religious Education,
38(2), 141-151.
Abstract:
Making a difference in the Religious Education classroom: integrating theory and practice in teachers’ professional learning
Systematic reviews and meta-analyses of the research literature on continuing professional development and School Improvement demonstrate that teachers who have the opportunity to develop ‘knowledge of practice’ by integrating theory and practice have a positive impact on student attainment. It is argued in this article that we have sufficient weight of evidence to indicate that engaging in curriculum development as a participant in a community of inquiry is the optimal context for professional learning to develop knowledge of practice. However, establishing participation in communities of inquiry as integral to teachers’ professional learning remains a challenge and we need better ways of sharing and interrogating what we (think we) know. Examples of ‘experiments in practice’ to promote professional learning and make a difference in the Religious Education classroom, are used to indicate what has worked and what has not and what we might do next.
Abstract.
Baumfield V, Elliot D, Reid K (2016). Searching for a 'third space’: a creative pathway towards international PhD students’ academic acculturation.
Higher Education Research & Development,
35(6), 1180-1195.
Abstract:
Searching for a 'third space’: a creative pathway towards international PhD students’ academic acculturation
Undertaking a PhD is a challenging endeavour. Pursuing a doctoral education in a ‘foreign’ context tends to increase the demands of this intellectual venture. The nature of research-based PhD programmes, often characterised by a lack of formal curricula where academic supervision lasts several years, may add another layer of complexity. Drawing upon an extended version of Urie Bronfenbrenner's bio-ecological theory of human development, this paper attempts to offer a greater understanding of both academic and non-academic concerns confronting international PhD students with a view to highlighting their implications for institutional policy and practice. Underpinned by a visual metaphor approach, our research findings advocate embedding the use of ‘a third space’ as a creative pathway and strategy for maximising students’ chances of achieving a successful PhD academic acculturation journey.
Abstract.
Baumfield V (2016). Teachers for the Twenty-first Century: a Transnational Analysis of the Role of the University in Teacher Education in the United Kingdom. In Moon B (Ed) Do Universities have a Role in the Education and Training of Teachers?, Cambridge: Cambridge University Press, 25-39.
2015
Marie Baumfield V (2015). International trends and national contexts in religious education. British Journal of Religious Education, 37(1), 1-3.
Baumfield V, McLaughlin C, Cordingley P, McLellan R (eds)(2015). Making a Difference: turning teacher learning inside out. Cambridge, Cambridge University Press.
Baumfield V (2015). Mind the gap. Theory and practice in professional learning. Professional Development Today, 17(2), 8-17.
Baumfield V (2015). Practitioner Research: Understanding Teaching through Inquiry. In Wyse D, Hayward L, Pandya J (Eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment, London: SAGE Publications Limited, 154-168.
Baumfield VM (2015). Religion and education in religious education: Constructing the object of study. British Journal of Religious Education, 37(3), 222-224.
Baumfield VM (2015). Religion and education in religious education: constructing the object of study. British Journal of Religious Education
Baumfield V (2015). Tools for inquiry: the role of thinking skills approaches in developing pedagogy as theory. In (Ed) The Routledge International Handbook of Research on Teaching Thinking, 71-79.
2014
Baumfield V, Cush D, Miller J (2014). A third perspective in retrospective: 20 years later. British Journal of Religious Education, 36(3), 247-255.
Baumfield V (2014). An aims‐based curriculum: the significance of human flourishing for schools. The Curriculum Journal, 25(1), 151-154.
Baumfield V (2014). Developing a Capacity for Learning. In Carroll M, McCulloch M (Eds.) Understanding Teaching and Learning in Primary Education, London: Sage, 102-115.
Baumfield V (2014). MasterClass in religious education: transforming teaching and learning.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
36(1), 102-106.
Author URL.
Baumfield V (2014). To teach is to learn. British Journal of Religious Education, 36(1), 1-3.
2013
Baumfield V (2013). Curriculum reform and subject review: Religious education at the crossroads. British Journal of Religious Education, 35(1), 1-4.
Baumfield V (2013). Curriculum reform and subject review: religious education at the crossroads.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
35(1), 1-4.
Author URL.
Conroy JC, Lundie D, Baumfield V, Davis RA, Wenell K, Lowden K, Gallagher T, Barnes LP, Bourque N (2013).
Does Religious Education Work? a Multi-dimensional Investigation., A&C Black.
Abstract:
Does Religious Education Work? a Multi-dimensional Investigation
Abstract.
Baumfield V, Menter I, Oancea A (2013). Editorial. Review of Education, 1(1), 1-1.
Baumfield V, Cush D (2013). Religious education at the crossroads (again): the search for a subject identity?. British Journal of Religious Education, 35(3), 231-235.
2012
Baumfield V, Cush D (2012). A gift from the child: Curriculum development in religious education. British Journal of Religious Education, 34(3), 227-230.
Baumfield V, Hall E, Wall K (2012).
Action Research in Education Learning Through Practitioner Enquiry., SAGE.
Abstract:
Action Research in Education Learning Through Practitioner Enquiry
Abstract.
Wyse D, Baumfield VM, Egan D, Gallagher C, Hayward L, Hulme M, Leitch R, Lingard B, Livingston K, Menter I, et al (2012).
Creating the curriculum.Abstract:
Creating the curriculum
Abstract.
Adam JM, Camotim D, Dunai L, Marti K, Nikolos IK, Pallares FJ, Papadopoulou MP, Saka MP, Schueller GI, Vietor T, et al (2012). Editorial.
ADVANCES IN ENGINEERING SOFTWARE,
44(1), 1-2.
Author URL.
Gaines AD (2012). Editorial.
CULTURE MEDICINE AND PSYCHIATRY,
36(1), 1-1.
Author URL.
Hessle S (2012). Editorial.
INTERNATIONAL JOURNAL OF SOCIAL WELFARE,
21(1), 1-2.
Author URL.
Carter L, Colman W (2012). Editorial.
JOURNAL OF ANALYTICAL PSYCHOLOGY,
57(1), 1-2.
Author URL.
Baumfield V, Menter I, Gronn P, Cremin H, Hughes J, Leitch R (2012). Editorial. British Educational Research Journal, 38(1), 1-2.
Conroy JC, Lundie D, Baumfield V (2012). Failures of meaning in religious education.
Abstract:
Failures of meaning in religious education
Abstract.
Baumfield V (2012). Pedagogy. In Barnes P (Ed) Debates in Religious Education, London: Routledge, 205-212.
Baumfield VM (2012). Pedagogy. In (Ed)
Creating the Curriculum, 46-58.
Abstract:
Pedagogy
Abstract.
Baumfield VM, Conroy JC, Davis RA, Lundie DC (2012). The Delphi method: Gathering expert opinion in religious education.
British Journal of Religious Education,
34(1), 5-19.
Abstract:
The Delphi method: Gathering expert opinion in religious education
The Does Religious Education work? project is part of the Religion and Society programme funded by two major research councils in the UK. It sets out to track the trajectory of Religious Education (RE) in secondary schools in the UK from the aims and intentions represented in policy through its enactment in classroom practice to the estimations of its impact by students. Using a combination of approaches, we are in the process of investigating the practices which determine and shape the teaching of RE in secondary schools through linked case studies, semi-structured interviews and a practitioner enquiry strand. In this article we focus on the first stage of the project where we used the Delphi method to elicit expert opinion on the aims and intentions of RE in secondary schools in Scotland, England and Northern Ireland. We outline the place of the Delphi process within the rationale of the project, discuss emerging themes and some of the issues arising from the use of this approach. © 2012 Christian Education.
Abstract.
Baumfield V (2012). Understanding the wider context: Meaning and purpose in religious education. British Journal of Religious Education, 34(1), 1-4.
Xue Y (2012). Untitled.
JOURNAL OF GENETICS AND GENOMICS,
39(1), 1-2.
Author URL.
Kennedy DW (2012). Untitled.
INTERNATIONAL FORUM OF ALLERGY & RHINOLOGY,
2(1), 1-1.
Author URL.
Azulay J-P (2012). Untitled.
REVUE NEUROLOGIQUE,
168(1), 1-1.
Author URL.
2011
Baumfield V (2011). 'Knowing differently': Religion and education in the classroom. British Journal of Religious Education, 33(1), 1-2.
Baumfield V, Menter I, Gronn P, Cremin H, Hughes J, Leitch R (2011). Editorial. British Educational Research Journal, 37(1), 1-3.
2010
Meijer WAJ, Baumfield V, Whittall A, Gent B, Leirvik O (2010). Book reviews. British Journal of Religious Education, 32(1), 77-87.
Baumfield V, Hulme M, Livingston K, Menter I (2010). Consultation and engagement? the reshaping of teacher professionalism through curriculum reform in 21st Century Scotland. Scottish Educational Review, 42(2), 57-73.
Baumfield V, Menter I, Skelton C, Thomas G (2010). Editorial. British Educational Research Journal, 36(1), 1-2.
Baumfield V (2010). Editorial: Towards a pedagogy for religious education: Professional development through engagement in and with research. British Journal of Religious Education, 32(2), 89-91.
Baumfield V (2010). Researching RE teachers. RE teachers as researchers.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
32(1), 79-81.
Author URL.
Wakeling P, Eyre D, Tucker S, Sears A, Race R, Croll P, Baumfield V, Allan A, Swain J, Kapadia R, et al (2010). Reviews. British Journal of Educational Studies, 58(1), 117-134.
Baumfield V (2010). The Power of Pedagogy.
BRITISH JOURNAL OF EDUCATIONAL STUDIES,
58(1), 126-128.
Author URL.
2009
Baumfield V (2009). 'It's good to talk': Dialogue and the development of mutual understanding. British Journal of Religious Education, 31(3), 183-185.
Thomas G, Baumfield V, Menter I, Skelton C (2009). BERJ: a journal for our community of inquiry. British Educational Research Journal, 35(1), 1-3.
Nesbitt E, Castelli M, Leirvik O, Baumfield V, Wintersgill B, Ouellet F (2009). Book reviews. British Journal of Religious Education, 31(3), 289-301.
Hulme M, Baumfield V, Payne F (2009). Building capacity through teacher enquiry: the scottish schools of ambition.
Journal of Education for Teaching,
35(4), 409-424.
Abstract:
Building capacity through teacher enquiry: the scottish schools of ambition
There has been much recent interest in collaboration and networking within and between schools to promote innovation, school improvement, and professional development. This paper starts with a brief review of the recent history of teacher research in the UK in order to consider how pre- and in-service teachers are currently positioned in relation to research. Drawing on the case of the Scottish Schools of Ambition, a network of 52 schools receiving additional resource for targeted school improvement, the paper identifies some of the challenges and opportunities presented by sponsored research engagement. Tensions between evaluating and being supportive when engaged in an externally sponsored initiative with the specific goal of demonstrating school improvement are highlighted. The perception that any change in modes of working tends to be more visible in the institutional context of school rather than the university is also noted. Based on the experience of this Scottish case and a review of current research into school-university partnerships, we argue that effective collaborations need to address questions of power to ensure mutual benefits, reciprocity, and a genuine coalition of interest amongst partners. The paper suggests that teacher educators may have an important contribution to make to building capacity through teacher enquiry given their position as mediators between schools and university faculties of education. © 2009 Taylor & Francis.
Abstract.
Baumfield VM, Hall E, Higgins S, Wall K (2009). Catalytic tools: Understanding the interaction of enquiry and feedback in teachers' learning.
European Journal of Teacher Education,
32(4), 423-435.
Abstract:
Catalytic tools: Understanding the interaction of enquiry and feedback in teachers' learning
This paper investigates how the use of Pupil Views Templates (PVTs), a tool designed to elicit, record and analyse the development of students' awareness of their own learning processes, supports teachers' professional learning. This paper reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. The data set includes practitioners' case studies, interviews, questionnaires and cross-project analysis completed by the university team. Analysis focuses on the role of feedback, stimulated through the use of PVTs, in teachers' learning through three dimensions: the influence of student feedback on teachers as part of the pedagogical encounter; the influence of student feedback on schools within the context of the practitioner enquiry projects; the influence of feedback on the lead teacher researchers.der perspective' derived from the diverse data sources. © 2009 Association for Teacher Education in Europe.
Abstract.
Higgins S, Baumfield V, Newton D, Elliott J (2009). DEVELOPING EFFECTIVE MULTIMEDIA INSTRUCTION FOR EXPERT LEARNERS. The American Journal of Psychology, 122(4), 553-555.
Baumfield V (2009). Essays on pedagogy.
BRITISH EDUCATIONAL RESEARCH JOURNAL,
35(5), 809-810.
Author URL.
Higgins S, Baumfield V, Newton D, Elliott J (2009). Instructing and Testing Advanced Learners: a Cognitive Load Approach.
AMERICAN JOURNAL OF PSYCHOLOGY,
122(4), 553-555.
Author URL.
Baumfield V (2009). Inter faith dialogue by email in primary schools: an evaluation of the building e-bridges project.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
31(3), 295-297.
Author URL.
Baumfield V (2009). Learning about and learning from religious education. British Journal of Religious Education, 31(1), 1-2.
Baumfield V (2009). Schools and religions: imagining the real.
BRITISH JOURNAL OF RELIGIOUS EDUCATION,
31(1), 75-77.
Author URL.
2008
Baumfield V, Hall E, Wall K (2008). Action Research in the Classroom.
Bates D, Baumfield V, Francis LJ, Priestley JG, Richardson R (2008). Book reviews. British Journal of Religious Education, 31(1), 73-83.
Baumfield V (2008). Demanding RE: Engaging research, scholarship and practice to promote learning. British Journal of Religious Education, 30(1), 1-2.
Baumfield V (2008). Education for inclusive citizenship.
BRITISH EDUCATIONAL RESEARCH JOURNAL,
34(2), 296-297.
Author URL.
Baumfield V (2008). Romanticism and education: love, heroism and imagination in pedagogy.
BRITISH EDUCATIONAL RESEARCH JOURNAL,
34(3), 408-409.
Author URL.
2007
Naughton GM, Willan J, Flewitt R, Ball M, Baumfield V (2007). BOOK REVIEWS. International Journal of Early Years Education, 15(2), 219-229.
Baumfield V (2007). Becoming a teacher of RE in a world of religious diversity.
Journal of Beliefs and Values,
28(1), 77-81.
Abstract:
Becoming a teacher of RE in a world of religious diversity
The study explores the professional learning of novice teachers of Religious Education (RE) in secondary schools in England. The focus is on the impact of an enquiry-based approach to Initial Teacher Education on the development of two cohorts (n = 35) of Post Graduate Certificate of Education Secondary RE students during a one-year course as they work towards achieving Qualified Teacher Status; a sub-sample are also tracked into their induction year as classroom practitioners. Their beliefs and values regarding the role of RE in the state school curriculum and the role of practice evidence, research evidence and theory in finding an approach to teaching RE are explored through an analysis of their documented enquiries and interviews. The study makes a contribution to the wider debate regarding the professional development of teachers and the role of the university in teacher education. © 2007, Taylor & Francis Group, LLC.
Abstract.
Baumfield V, Butterworth M (2007). Creating and translating knowledge about teaching and learning in collaborative school-university research partnerships: an analysis of what is exchanged across the partnerships, by whom and how.
Teachers and Teaching: Theory and Practice,
13(4), 411-427.
Abstract:
Creating and translating knowledge about teaching and learning in collaborative school-university research partnerships: an analysis of what is exchanged across the partnerships, by whom and how
Whilst there is a growing body of literature on practitioner research and the role of collaborations and partnerships that include universities in that process, there are relatively few studies examining the role of the university in any depth. We reflect on 12 years of working in school-university collaborative research partnerships through an analysis of the exchanges between teachers and academics as documented by interviews, case studies and project reports. We draw upon a sample of 90 teachers in 51 schools covering all phases of compulsory schooling. Focusing on the exchanges between the university and partnership schools, we extend the idea of radical collegiality to encompass teacher to academic dialogue in the process of mutual transformation. We contribute to the development of greater conceptual clarity regarding school-university research partnerships and their potential to contribute to the creation and translation of knowledge about teaching and learning. The interplay of the project as the context, the role of enquiry and the development and use of tools by the participants is outlined and a model for understanding the dynamics of school-university partnerships proposed. We suggest that the project as a space- and time-limited context inclusive of partner institutions may have the scope to reconcile the tension between an impetus for exclusive bonding and the flexibility of bridging across structures in social networks. We conclude that the model of the exchanges between partners is fruitful in unravelling the relationship between theory and practice in the pursuit of knowledge about teaching and learning.
Abstract.
Baumfield V (2007). Religious education and Schwab's four topics of education. British Journal of Religious Education, 29(2), 125-126.
Baumfield VM (2007). Teachers as Learners: promoting professional development through inquiry. Journal of Research and Reflections in Education, 1(2), 147-159.
2006
Baumfield V (2006). Breadth and depth in researching religious education. British Journal of Religious Education, 28(1), 1-2.
Baumfield V, McLaughlin C (2006). Bridging and bonding: Perspectives on the role of the university in SUPER. In (Ed) Researching Schools: Stories from a Schools-University Partnership for Educational Research, 132-146.
Baumfield V (2006). Textbooks and RE - Empowering or restricting?. British Journal of Religious Education, 28(3), 223-224.
Baumfield V (2006). Tools for pedagogical inquiry: the impact of teaching thinking skills on teachers.
Oxford Review of Education,
32(2), 185-196.
Abstract:
Tools for pedagogical inquiry: the impact of teaching thinking skills on teachers
This paper explores the idea of thinking skills approaches as tools for pedagogical inquiry and in so doing seeks to develop the link between the promotion of inquiry-based learning, which is a central tenet of thinking skills, and inquiry-based teaching as an approach to professional development and school improvement. The first part of the paper examines the impact of teaching thinking skills on teachers by drawing upon a systematic review of research evidence. The second pan of the paper sets the characteristics identified in the context of research into teachers' development and considers the contribution of a pedagogy based on thinking skills approaches to continuing professional development.
Abstract.
2005
Baumfield V, Butterworth M (2005). Developing and sustaining professional dialogue about teaching and learning in schools. Journal of In-service Education, 31(2), 297-312.
Baumfield V, Butterworth M (2005). Developing and sustaining professional dialogue about teaching and learning in schools.
Journal of In-Service Education,
31(2), 297-312.
Abstract:
Developing and sustaining professional dialogue about teaching and learning in schools
This article presents empirical evidence from a follow-up study of schools which had been members of a school-based research consortium. It offers insight into the work of professional learning communities at the level of practice and so contributes to the growing research interest in probing their development. It investigates the extent to which activities to support professional dialogue that evolved in a schoolbased research consortium had been sustained and developed three years after the period of external funding. It was found that only those activities most explicitly focused on immediate classroom practice were sustained. The findings support the view that learning in partnerships and networks is highly contextualised and consequently not easily transferred. © 2005 Taylor & Francis Group, LLC.
Abstract.
Baumfield V, Butterworth M (2005). Developing and sustaining professional dialogue about teaching and learning in schools. Journal of In-service Education, 31(2), 297-312.
Baumfield V (2005). Disciplinary knowledge and religious education. British Journal of Religious Education, 27(1), 3-4.
Moseley D, Baumfield V, Elliott J, Gregson M, Higgins S, Miller J, Newton D (2005).
Frameworks for thinking: a handbook for teaching and learning.Abstract:
Frameworks for thinking: a handbook for teaching and learning
Abstract.
Baumfield V (2005). How local should a local agreed syllabus for RE be?. In (Ed)
Spiritual and Religious Education, 241-250.
Abstract:
How local should a local agreed syllabus for RE be?
Abstract.
Baumfield V (2005). Religion and postmodernity.
JOURNAL OF MORAL EDUCATION,
34(1), 117-118.
Author URL.
Baumfield V, Devlin N (2005). Staying on task: can a thinking skills approach support a productive pedagogy for inclusion?. Journal of Research in Special Educational Needs, 5(1), 37-42.
2004
Baumfield V (2004). Editorial: the place of religious education in the school curriculum. British Journal of Religious Education, 26(2), 115-117.
2003
Baumfield V (2003). British Journal of Religious Education: Editorial. British Journal of Religious Education, 25(2), 86-88.
Baumfield V (2003). British Journal of Religious Education: Editorial. British Journal of Religious Education, 25(2), 2-5.
Baumfield V (2003). British Journal of Religious Education: Editorial. British Journal of Religious Education, 25(4), 258-260.
Baumfield V (2003). Democratic RE: Preparing young people for citizenship.
British Journal of Religious Education,
25(3), 173-184.
Abstract:
Democratic RE: Preparing young people for citizenship
The paper presents an approach to teaching religious education (RE) in the secondary school (11-18) classroom in the UK based on Dewey's conception of the community of enquiry and the role of the teacher as the mediator of experience, it draws upon empirical work in classrooms exploring the impact of the infusion of enquiry-based learning and thinking skills into the teaching of subject disciplines. Included in the paper is an illustrative case study of how practitioners implement approaches to teaching RE and their impact on pupil engagement. The effect of the approach on pupil learning and the teacher's pedagogy and the implications for the subject discipline of RE are investigated. The paper draws upon collaborative action research projects undertaken in partnership with schools and Local Education Authorities in the North East of England and increasingly at a national level. Links will be made to international developments in the teaching of thinking skills and concerns for citizenship education. The central questions that are addressed are: the feasibility of a model of democratic teaching in the classroom; the contribution of RE to citizenship education.
Abstract.
2002
Baumfield V, Johnson C (2002). British Journal of Religious Education: Editorial. British Journal of Religious Education, 24(2), 82-84.
Baumfield V, Mroz M (2002). Investigating pupils' questions in the primary classroom.
Educational Research,
44(2), 129-140.
Abstract:
Investigating pupils' questions in the primary classroom
The paper presents the findings of a coding system applied to the questions generated by primary school pupils to a narrative text. The coding schedule proved consistent across university and teacher researchers. The results and discussion centre on the question type and the degree of understanding displayed by pupils. Suggestions are put forward for the use of a community of inquiry approach to question generation as a means of empowering pupils and allowing the speaking and listening requirements of the National Curriculum to be met in a holistic manner.
Abstract.
Baumfield V, Mroz M (2002). Investigating pupils' questions in the primary classroom.
EDUCATIONAL RESEARCH,
44(2), 129-140.
Author URL.
2001
Baumfield V (2001). British Journal of Religious Education: Editorial. British Journal of Religious Education, 23(2), 74-75.
1999
Baumfield V (1999). Editorial: British journal of religious education. British Journal of Religious Education, 22(1), 2-3.
1998
Higgins S, Baumfield V (1998). A Defence of Teaching General Thinking Skills.
Journal of Philosophy of Education,
32(3), 391-398.
Abstract:
A Defence of Teaching General Thinking Skills
There has been developing interest in thinking skills in schools over the past decade. However in the UK the consensus seems to have been against the possibility of the very existence of general thinking skills. We present three main arguments in defence of general thinking skills which hinge upon assumptions in a priori arguments about transfer, we suggest that a clearer definition of the domains of knowledge theory is necessary for the way it is used against thinking skills and we offer a consideration of the expert/novice objections about subject or domain-specific knowledge.
Abstract.
Baumfield V, Oberski I (1998). What do teachers think about thinking skills?.
Quality Assurance in Education,
6(1), 44-51.
Abstract:
What do teachers think about thinking skills?
Presents findings from a case study of the implementation of three different thinking skills programmes - Somerset Thinking Skills, Instrumental Enrichment and Philosophy for Children, in year seven of an inner city secondary school. Focuses on the perceptions of the teachers involved and explores the extent to which teacher perceptions affected implementation. An understanding of teachers’ perceptions is important if effective training and support is to be provided and the problem of poor implementation of thinking skills programmes is to be addressed. Analysis of teacher perceptions will also contribute to our understanding of why a particular programme is chosen and the extent to which the needs of the teacher are consistent with its aims. Findings of the study reaffirm the difficulty experienced teachers face when attempting to develop new skills and highlight the problems presented by the lack of immediate, concrete outcomes from a thinking skills lesson. Identifies teachers’ planning and perceptions of what constitutes group work as areas deserving further research and notes the importance of the presentation of thinking skills materials for the teachers using them. © 1998, MCB UP Limited
Abstract.
1997
Baumfield V (1997). British Journal of Religious Education: Editorial. British Journal of Religious Education, 20(1), 2-4.
Jackson R, Baumfield V (1997). British Journal of Religious Education: Editorial. British Journal of Religious Education, 19(2), 66-68.
Baumfield V (1997). Freedom and authority in religions and religious education - Gates,B.
JOURNAL OF MORAL EDUCATION,
26(2), 231-233.
Author URL.
1994
Baumfield V, Bowness C, Cush D, Miller J (1994). Model syllabus consultation period: a contribution. Journal of Beliefs & Values, 15(1), 3-5.