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Paul Warwick

Position/Status

  • University Senior Lecturer
  • Primary Science, Teacher Education

E-mail Address

ptw21@cam.ac.uk

Phone

01223 767544

Qualifications

BEd (Hons), BSc, MEd

Membership of Professional Bodies/Associations

  • Association for Science Education
  • British Educational Research Association
  • European Association for Research on Learning and Instruction
  • Member of Reflective Teaching Editorial Board (Chair: Professor Andrew Pollard): Reflective Teaching


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Profile

Paul is engaged in a range of research and teaching activities in the Faculty that link directly with his interests in primary science education, the uses of technology in teaching and learning, and the professional development of trainee and beginning teachers.  His research has focused on young pupils' developing understanding of the scientific approach to enquiry, the role of the technologies in the development of a dialogic classroom pedagogy and the development of teacher learning through lesson study. He has an interest in classroom assessment practices and the development of teachers as reflective practitioners - in particular, the ways in which beginning teachers create and sustain a professional identity. 

Paul is a member of Early Years and Primary Masters PGCE team, focusing on courses in Science, Computing & ICT, and Researching Practice. He is Chair of Examiners for Section 1 (Assignments) for the Primary PGCE, runs the Men's Support Group and has responsibility for managing the use of the course learning platform. He makes contributions to Masters courses, supervises on the PhD and EdD, and has acted as external examiner for Initial Teacher Education at three HEIs; he has also acted as external examiner for the EdD for the Open University. He has been a reviewer for the journals 'Computers and Education', 'International Journal of Educational Research', 'Journal of Computer Assisted Learning', 'Research in Science and Technology Education', 'Learning, Media and Technology', 'Journal of Biological Education', 'Language and Education' and the 'Curriculum Journal'.

Paul is a Fellow of Homerton College, Cambridge. He is a founder member of Oracy@Cambridge, a study centre at Hughes Hall, Cambridge, established in 2015.

Academic Group and interests

Paul is a member if the CEDiR research group steering committee.

He has academic interests in:

  • Dialogue as a tool for learning
  • Technology in teaching and learning
  • Science for the 3-13 age range
  • Teacher learning
  • Formative assessment


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Research Topics

  • Procedural aspects of science
  • Pedagogy and science
  • Technology and pedagogy
  • Dialogue and collaboration in pupil groups
  • Assessment
  • Men in Primary Education
  • Lesson Study as a vehicle for teacher learning

Current Research and Development Projects

Digitalised Dialogues Across the Curriculum: design-based interventions for
developing 21st century skills (DiDiAC)

PI England - Paul Warwick; PI Norway - Ingvill Rasmussen

DiDiAC builds on a long-standing collaboration between research groups at the University of Oslo and the University of Cambridge. In Norwegian and English secondary schools, the research team will conduct design-based interventions drawing on dialogic classroom strategies and on technology developed at the University of Oslo (the micro-blogging tool TalkWall, available online in English and Norwegian). The research team will also conduct a longitudinal follow-up study in Norway with teachers who participate in the initial intervention.

This 4-year project (with a 2.5 year involvement from Cambridge) is funded by The Research Council of Norway, with the Faculty of Education receiving approximately £230,000

How does stuff get made? Developing primary manufacturing outreach capabilities

Working with the institute for Manufacturing at Cambridge (PI - Tim Minshall), this project aims to influence perceptions of ‘manufacturing’ held by many primary school children and their teachers; it is founded on the premise that early perceptions can influence pupils’ attitudes towards STEM more generally, and may set them on a path that constrains future choices of subjects of study and possible careers. This project aims to help address this issue by (a) developing the primary-level outreach capabilities of manufacturing graduates and (b) supporting teachers in embedding manufacturing-related concepts within their existing lessons. The funding of £7,500 is from the Royal Academy of Engineering. More details can be found here.

Male teachers in primary schools: examining identity and role expectations

(with Simon Brownhill & Jane Warwick)

Building on our previous research in this area, this project will be conducted during 2016 and will:
- investigate discourses relating to the broad construction of identity of men who train and work in early years and primary school classrooms; it will examine the impact of age, experience and understanding on identity construction.
- critically explore the perceptions of the ‘male role model’ held by men who train and work in early years and primary school classrooms.
The research funding (£1400) is from the Newton Trust.

Lesson Study as a mechanism for teacher learning

Working in collaboration with Camden Local Education Authority, this project considers how teachers of mathematics in both primary and secondary schools can employ Lesson Study (LS) as a mechanism for learning and development. Paul is Co-Investigator (Principal Investigator - Jan Vermunt) on the part of the project that considers how teacher talk might enable learning within LS. The Faculty funding for the project is £100,000.

For more information, please go to Camden Lesson Study.

Previous funded research projects

  • Interactive Whiteboards and collaborative pupil learning in primary science (ESRC funded, with Neil Mercer, Ruth Kershner and Judith Kleine Staarman - see IWBs and Collaboration). Project evaluated by the ESRC as 'Good'.
  • Bridging Practice and Research into Teaching and Learning with Technology (Sara Hennessy ESRC fellowship; co-researcher) Project evaluated by the ESRC as 'Very good'.
  • A professional development resource to support dialogic teaching with ICT (Newton Trust small grant, with Sara Hennessy)
  • The Assessment of Oracy. Funded by the Educational Endowment Fund, this large scale project focused on approaches to developing and assessing oracy with disadvantaged pupils. Paul was Co-investigator (Principal Investigator - Neil Mercer) on the element of the project that focuses on the assessment of oracy. This element had funding of £100,000; the project ended in October 2014. An evaluation of the project can be found at Oracy Assessment Toolkit
  • Classroom Dialogue supported by the Interactive Whiteboard - impact study. This project (February-July 2014) investigates the impact of a CPD programme focused on the use of the interactive whiteboard for dialogic teaching and learning. It is funded by the ESRC (£20,000) and led by Sara Hennessy, Paul Warwick & Tatjana Dragovic. For more information, please go to TES


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Course Involvement

Undergraduate; Primary Postgraduate Masters; Masters; PhD; EdD


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Recent Publications

Major, L., Warwick, P., Rasmussen, I., Ludvigsen, S., & Cook, V. (2018). Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies. Volume 23, Issue 5, pp 1995–2028

Warwick, P. & Dawes, L. (2018) Dialogic Teaching & Learning. Knowledge of Literacy (The journal of the National Centre for Reading, Denmark). Available online 

Mercer, N., Hennessy, S. & Warwick, P. (2017). Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry. International Journal of Educational Research. Available Online First

Mercer, N., Ahmed, A. & Warwick, P. (2017). Identifying and assessing students' spoken language skills. Impact, Issue 1. Chartered College of Teaching UK

Vermunt, J. D., Vrikki, M., Warwick, P. & Mercer, N. (2017). Connecting Teacher Identity Formation to Patterns in Teacher Learning. In D.J. Clandinin & J. Husu (Eds) The Sage Handbook of Research on Teacher Education, Chapter 8. London: Sage. pp143-159

Hennessy, S., Dragovic, T. & Warwick, P. (2017). A Research-Informed, School-Based Professional Development Workshop Programme to Promote Dialogic Teaching with Interactive Technologies. Professional Development in Education, 44, 2, 145-168

Vrikki, M., Warwick, P., Vermunt, J.D., Mercer, N. & van Halem, N. (2017). Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and Teacher Education. 61, 211-224

Mercer, N., Warwick, P. & Ahmed, A. (2017). An Oracy Assessment Toolkit: linking research and development in the assessment of students’ spoken language skills at age 11-12. Learning & Instruction. 48, 51-60

Klassen, R., Durksen, T., Kim, L. E., Patterson, F., Rowett, E., Warwick, J., Warwick, P. & Wolpert, M. A. (2016). Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs. International Journal of Assessment Tools in Education (IJATE), 4, 2, 96-114

Hassler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nicholl, B. (2016). Perspectives on Technology, Resources and Learning: productive classroom practices, effective teacher professional development. Cambridge: Faculty of Education University of Cambridge. (Report commissioned by ARM, www.arm.com)

Warwick, P., Vriki, M., Vermunt, J., Mercer, N. & van Halem, N. (2016). Connecting observations of student and teacher learning outcomes: an examination of Lesson Study discussions in mathematics. ZDM: The International Journal on Mathematics Education. 48(4), 555-569. Available at: https://rdcu.be/6w1N 

Danielsson, A. & Warwick, P. (2015). Identity and Discourse: Gee's discourse analysis as a way of approaching the constitution of primary science teacher identities, in L. Avraamidou (ed) Studying Science Teacher Identity: theoretical, methodological and empirical explorations. Rotterdam: Sense Publishers


Warwick P., Shaw, S. & Johnson, M. (2014). Assessment for Learning in International Contexts: approaches and challenges in researching teacher values and practices. The Curriculum Journal, 26, 1, 39-69.


Pollard, A., with Black-Hawkins, K., Cliff-Hodges, G., Dudley, P., James, M., Linklater, H., Swaffield, S., Swann, M., Turner, F., Warwick, P., Winterbottom, M. & Wolpert, M. A. (2014). Reflective Teaching in Schools. London: Bloomsbury (reflective teaching.co.uk)

Hennessy, S., Warwick, P., Brown, L., Rawlins, D. & Neale, C. (2014). Developing interactive teaching and learning using the IWB: a resource for teachers.
Maidenhead: Open University Press. Details at McGraw-Hill.

Hennessy, S. & Warwick, P. (2014).  Using Theory in Research to Stimulate New Ways of Framing and Supporting Classroom Dialogue, in S. Hennessy, Bridging between Research and Practice: supporting Professional Development through Collaborative Studies of Classroom Teaching with Technology. Rotterdam: Sense Publishers. pp 265-282

Danielsson, A. & Warwick, P. (2013). Primary science teaching as a constellation of practices: the complex identity negotiations of primary student teachers in the context of teaching science. Research in Science Education, Vol 44, 2, 289-305

Warwick, P., Mercer, N., & Kershner, R. (2013). ‘Wait, let’s just think about this’: using the interactive whiteboard and talk rules to scaffold learning for co-regulation in collaborative science activities. Learning, Culture and Social Interaction, Vol 2, 1, 42-51

Flitton, L. & Warwick P. (2013). From classroom analysis to whole school professional development: promoting talk as a tool for learning across school departments. Professional Development in Education, 39, 1, 99-121

Shaw, S., Johnson M. and Warwick, P. (2013). Understanding Assessment for Learning: values and practices across diverse contexts. Research Matters, 15, 17-28 (Journal of the Cambridge Assessment Network).

Warwick, P. & Dawes, L. (2013). 'It's not just a magic show': creativity and primary science. In R. Jones & D. Wyse (eds) Creativity and the Primary Curriculum. Abingdon: Routledge.

Warwick, J., Warwick, P., Linklater, H. & Coltman, P. (2013). Developing primary trainee teachers’ professional identity on an initial teacher education course: linking course structure, professional relationships and pedagogic understanding. In M. Evans (ed) Teacher Education and Pedagogy: theory, policy and practice. Cambridge: Cambridge University Press

Warwick, P. & Chaplain, R. (2013). Research with younger children: issues and approaches. In E. Wilson (ed) School-based Research: a guide for education students, 2nd. Edition. London: Sage

In Press, Submitted and in Preparation

In Press

Dudley, P., Warwick, P., Vrikki, M., Vermunt, J. D., Mercer, N., Van Halem, N. & Færøyvik Karlsen, A.M. (accepted). Implementing a new mathematics curriculum in the UK: Lesson Study as a driver for professional dialogue and teacher learning. In R. Huang, A. Takahashi & J. P. da Ponte (eds), Theory and Practice of Lesson Study in Mathematics: An international perspective. Springer.

Ludvigsen, S., Rasmussen, I., Rødnes, K.A., Johansen Frøytlog, J-I., Warwick, P., Major, L. & Smørdal, O. - Learning as Gap-Closing in and Across Subjects: Digitalised Dialogues Across the Curriculum. In Åsa Mäkitalo, Todd Nicewonger & Mark Elam (Eds) Designs for experimentation and inquiry: Approaching learning and knowing in digital transformation. 

Submitted

Warwick, P., Vrikki, M., Færøyvik Karlsen, A.M., Dudley, P. & Vermunt, J. D. - The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups. Cambridge Journal of Education

Cook, V., Warwick, P., Vrikki, M., Major, L. & Wegerif, R. - Developing material-dialogic space in geography learning and teaching: combining a dialogic pedagogy with the use of a microblogging tool. Thinking Skills and Creativity

Mercer, N., Mannion, J. & Warwick, P. - Oracy and dialogic education: the development of young people’s spoken language skills. Chapter for The Routledge International Handbook of Research on Dialogic Education


Major, L. & Warwick, P. - ‘Affordances for dialogue’: the role of digital technology in supporting productive classroom talk. Chapter for The Routledge International Handbook of Research on Dialogic Education


In preparation

Vermunt, J.D., Vrikki, m., van Halem, N., Warwick, P. & Mercer, N. - The impact of Lesson Study professional development on the quality of teacher learning. 

Brownhill, S., Warwick, P., Warwick, J. & Brown-Hajdukova, E. - Discourses of Identity in male primary trainees and teachers

Warwick, P., Major, L., Vrikki, M., Cook, V. & Rasmussen, I. - Realising ‘dialogic intention’ through the use of a micro-blogging tool in secondary classrooms

Recent Presentations and Talks

2018. Warwick, P. Keynote: School development through research-practice partnerships. University of Oslo. September 2018 (Conference entitled ‘Subject renewal and decentralized competence development’, in preparation for the implementation of the new Norwegian curriculum). Other keynotes: Catherine Snow (Harvard), Neil Mercer (Hughes Hall Cambridge) & John Q. Easton (University of Chicago). 

2018. Warwick, P. Connecting teaching, learning and assessment for the C21st. Majorstuer Skola, Oslo, Norway. April 2018.

2018. Warwick, P. Combining a developing dialogic pedagogy & digital tool use: the potential of microblogging in creating a ‘dialogic space for learning’. Research Seminar Series. University of Durham. March 2018

2018. Warwick, P. A research-based toolkit for assessing children's spoken language skills in the Classroom. The Brilliant Club Seminar Series. UCL Institute of Education. January 2018

2018. Warwick, P. Talk as a Professional Tool: preparing student teachers to use and develop talk in their classrooms. Oracy Skills in Higher Education Conference. University of Surrey. January 2018

2017. Warwick, P. Keynote. Analysing Dialogue and Interaction in the context of intervention research studies. University of Stavanger, Norway. November 2017

2017. Warwick, P. & Major, L. Investigating the potential of micro-blogging in creating a ‘dialogic space for learning’. Association for Learning Technology. University of Liverpool. September 2017

2017Vrikki, M., Warwick, P., Vermunt, J.D. & Mercer, N.  The development process of a coding protocol for understanding teacher learning in the context of Lesson Study. European Association for Research on Learning and Instruction (EARLI). University of Tampere, Finland. August/September 2017.

2017Warwick, P.  Invited Talk: Digitalised Dialogues Across the Curriculum: Investigating the use of a micro-blogging tool in the ‘dialogic classroom’. Exeter University Graduate School of Education. January 2017.