Publications

Paul Warwick

Faculty of Education, University of Cambridge

Full publications list @July 2009

Warwick, P. (1994) Portable computers, Questions: Exploring Science and Technology 3-13, Vol.7, Issue 2

McFarlane, A.E., Friedler, Y., Warwick, P. & Chaplain, R. (1995) Developing an understanding of the meaning of line graphs in primary science investigations, using portable computers and data logging software, Journal of Computers in Mathematics and Science Education, 14(4), 461-480

Warwick, P. & McFarlane, A. (1995) IT in Primary Investigations, Primary Science Review, 36

Warwick, P. and Revell, A. (1996) Where the firdle bug roams, Exploring Science & Technology, 8, 4.

Warwick, P. and Sparks Linfield, R. (1996) Plant growth and children's ideas, Primary Science Review, 43, 26-29.

Sparks Linfield, R. and Warwick, P. (1996) Assessment in the early years: some examples from science, in D. Whitebread (ed.) Teaching and Learning in the Early Years, London: Routledge (pp81-100).ARWICK

Sparks Linfield, R. and Warwick, P. (1997) 'I love science but I hate the writing up', Primary Science and Technology Today, January, pp. 4-7.

Sparks Linfield, R., Warwick, P., Stephenson, P. and Docherty, J. (1997) Is it fair? Primary Science and Technology Today, 7, 4-5.

Sparks Linfield, R. and Warwick, P (1998) Language for science, in E. BEARNE (ed.) Use of Language Across the Primary Curriculum, London: Routledge (pp.127-138).

Warwick, P. and McFarlane, A. (1998) Data-Logging in the Primary School, Leicester: SCICentre (pp.36 with accompanying video).

Warwick, P. & Sparks Linfield, R. (1999) Revising for science can be fun, Primary Maths and Science 14, (pp.30-32).

Warwick, P., Sparks Linfield, R. & Stephenson, P. (1999) A comparison of primary pupils' ability to express procedural understanding in science through speech and writing, International Journal of Science Education, 21, 8, 823-838.

Warwick, P. & Sparks Linfield, R. (eds.) (2000), Science 3-13: The Past, The Present and Possible Future (in the series 'Primary Directions), London: Routledge Falmer

(This publication includes the chapter: Warwick, P. (2000) Developing a scientific way of working with younger children)

Warwick, P. (2000) Understanding the Science of Classroom Activities: Moving and Falling Objects, Primary Science Review, 62, 25-27.

Warwick, P. & Stephenson, P. (2000) Understanding the Science of Classroom Activities: Heat and Changing Materials, Primary Science Review, 63, 4-7.

Warwick, P. (2000) Understanding the Science of Classroom Activities: Light, Primary Science Review, 64, 23-25.

Stephenson, P. & Warwick, P. (2000) Developing Trainee Teachers' Knowledge and Understanding of Science: The perspective of the trainee teacher in the UK, SCIcentre and ASET Conference Report. Leicester: SCIcentre.

Stephenson, P. & Warwick, P. (2000) Developing Trainee Teachers' Science Subject Knowledge and Understanding, Science Teacher Education, 1. Hatfield: Association for Science Education.

Warwick, P. (2000) Information and Communications Technology in Science teaching and learning: setting the scene for trainees in Initial Teacher Training, SCIcentre and ASET Conference Report. Leicester: SCIcentre.

Bourne, J. & Warwick, P. (2000) Science Writing Frames: some case studies, Ipswich: Suffolk County Council, (pp 45).

Stephenson, P. & Warwick, P. (2001) Peer tutoring in the primary science classroom, Investigating: Australian Primary and Junior Science Journal, 2, Vol 17, 11-13

Stephenson, P. & Warwick, P. (2001) The science of health, Investigating: Australian Primary and Junior Science Journal, 2, Vol 17, 27-30

Stephenson, P. and Warwick, P. (2001) Improving Pupils' Experience of Learning Science During Cross Phase Transfer, Investigating: Australian Primary and Junior Science Journal, 4, Vol 17, 13-16

Stephenson, P. and Warwick, P. (2001) Understanding the Science of Moving and Falling Objects, Investigating: Australian Primary and Junior Science Journal, 4, Vol 17, 30-33

Stephenson, P. and Warwick, P. (2002) Using concept cartoons to support progression in students' understanding of light, Physics Education, 37 (2)

Shallcross, T., Spink, E., Stephenson, P. & Warwick, P., (2002) How Primary Student Teachers Perceive the Development of their own Scientific Knowledge; Links between Confidence, Content and Competence? International Journal of Science Education, Vol 24, No12, 1293-1312

Pollard, A. with Collins, J., Simco, N., Swaffield, S., Warin, J. and Warwick, P. (2002) Reflective Teaching: Effective and Evidence-informed Professional Practice (London: Continuum)

Sparks Linfield, R. and Warwick, P. (2003) 'Is it like the school bus?: assessment in the early years, in D. Whitebread (ed.) Teaching and Learning in the Early Years: 2nd. Edition (London: Routledge)

Warwick, P., Stephenson, P., Webster, J. & Bourne, J. (2003) Developing pupils' written expression of procedural understanding through the use of writing frames in science: findings from a case study approach, International Journal of Science Education, Vol. 25, No.2, 173-192

Warwick, P. and Maloch, B. (2003) Scaffolding speech and writing in the primary classroom: a consideration of work with literature and science pupil groups in the USA and UK, Reading, Literacy and Language, Vol 37, No 2, 54-63

Pollard, A. with Collins, J., Simco, N., Swaffield, S., Warin, J. and Warwick, P. (2005) Reflective Teaching: 2^nd. edition (London: Continuum)

Stephenson, P., Sword, F. and Warwick,P. (2005) Ancients Appliance of Science, Journal of Education in Museums, 26, GEM.

Warwick, P. and Siraj-Blatchford, J. (2006) Using data comparison and interpretation to develop procedural understandings in the primary classroom: case study evidence from action research, International Journal of Science Education, Vol 28, No.5, pp443-467

Warwick, P. and Cunningham, P. (2006) Progressive alternatives? Teachers' experience of autonomy and accountability in the school community, Education 3-13, Vol 34, No.1, pp27-36

Swaffield, S. and Warwick, P. (2006) Re-conceptualising reflective teaching in the 21^st. Century: How do 'Fast Track' trainee teachers begin to link ideas about reflection and ideas about leadership? Reflective Practice, Vol 7, No 2, 247-263

Kershner, R. & Warwick, P. (2006) Replacement or transformation? Teacher research into learning processes associated with interactive whiteboard use in primary classrooms. Paper presented at BERA 2006 Annual Conference, Warwick University, 6-9 September

Warwick, P., Wilson, E. & Winterbottom, M. (eds) (2006) ICT and Primary Science. (Buckingham: Open University Press/McGraw Hill)

(This publication includes the chapter: Warwick, P. & Kershner, R. (2006) 'Is there a picture of beyond?' Mind mapping, ICT and collaborative learning in primary science)

Warwick, P. (2007) A return to reflective practice, Into Teaching, Part 15

Warwick, P. (2007) Echoes of Plowden? Opportunities and pressures evident in teachers' experience of autonomy and accountability in one school community, Forum, 49, 1&2, 33-38

Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J. & Warwick, P. (2008) Reflective Teaching: 3^rd. Edition. London: Continuum

Sparks Linfield, R., Warwick, P. & Parker, C. (2008) 'I'm putting crosses for the letters I don't know': assessment in the early years, in D. Whitebread & P. Coltman (eds) Teaching and Learning in the Early Years: 3rd. Edition (London: Routledge)

Warwick, P. & Kershner, R. (2008) Primary teachers' understanding of the interactive whiteboard as a tool for children's collaborative learning and knowledge-building. Learning, Media and Technology, Vol. 33, No. 4, 269–287

Hennessy, S. & Warwick, P. (Eds) (2010) Research into School Teaching and Learning with Whole-Class Interactive Technologies. Technology, Pedagogy and Education (Special Edition), 19, 2: includes editorial article ‘Research into Teaching with Whole-Class Interactive Technologies’, 217-131

Mercer, N., Hennessy, S. & Warwick, P. (2010) Using interactive whiteboards to orchestrate classroom dialogue. Technology, Pedagogy and Education (Special Edition), 19, 2, 195-209
WARWICK, P., Mercer, N., Kershner, R. and Kleine Staarman, J. (2010) The vicarious presence of the teacher in pupil's learning of science in collaborative group activity at the interactive whiteboard. Computers and Education, 55, 350-362

Mercer, N., Warwick, P., Kershner, R. and Kleine Staarman, J. (2010) Can the Interactive Whiteboard help to provide a 'dialogic space' for children's collaborative activity? Language and Education, 24, 5, 367-384

Warwick, P., Mercer, N., Kershner, R. and Kleine Staarman, J. (2010) Interactive Whiteboards and collaborative pupil learning in primary science. The Ultimate Guide to Interactive Whiteboards (pp. 8-9). Melbourne: Dataworks Australia and Engage Learning. (Practitioner publication: not refereed)

Hennessy, S., Warwick, P., Mercer, N., Brown, L., Neale, C., & Rawlins, D. (2010). Using the interactive whiteboard to support classroom dialogue. In J. Douglas (Ed.), The Ultimate Guide to Interactive Whiteboards (pp. 12-16). Melbourne, Australia and New Zealand: Dataworks Australia and Engage Learning. (Practitioner publication: not refereed)