1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .
-
date post
21-Dec-2015 -
Category
Documents
-
view
214 -
download
0
Transcript of 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .
![Page 1: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/1.jpg)
1
![Page 2: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/2.jpg)
LEARNING ABOUT RISKTHE CHALLENGE FOR TEACHERS
www.RISKatIOE.org
![Page 3: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/3.jpg)
Towards a Pedagogy of RiskDave Pratt, Ralph Levinson, Phillip Kent, Ramesh Kapadia, Cristina Yogui
Sub-brand to go here
![Page 4: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/4.jpg)
4
Promoting Teachers’ Understanding of Risk in Socio-Scientific Issues
A research project funded by the Wellcome Trust
September 2008 – May 2010
TURS
![Page 5: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/5.jpg)
5
Contents
1 Setting the scene
2 TURS: Promoting Teachers’ Understanding of Risk in Socio-Scientific Issues
3 Implications for Research and Teaching
![Page 6: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/6.jpg)
6
Setting the scene
•Risk (in) Society, Risk in Education•Communicating and educating about risk: The 'Riskometer'•The complexity of risk•Curriculum responses to the need for risk education•Key problems for teaching and learning
1 Setting the scene
![Page 7: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/7.jpg)
7
Risk has come to permeate decision making for individuals, families, institutions, governments.
Social theorists have prophesied the rise of the Risk Society.
Scientists and technologists were in the past the broadly trusted managers of society's risks. As risk has become a pervasive concern, this trust has eroded – science is perceived as part of the problem, not part of the solution.
We briefly review the recent history of risk in society and the role of science.
Curiously, school mathematics has had a very quiet role, although statistics and statisticians have been central to much of the debate.
1 Setting the scene
Risk (in) Society, Risk in Education
![Page 8: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/8.jpg)
8
There is a diversity of interpretations and definitions.
Mathematical 'risk theory' has has been around since the 1700s, and is central to specialist practices of actuarial science, financial mathematics, etc.
In this view ['utility theory'], the risk of a hazardous situation or event is the product of the likelihood of the hazard, and the impact it would have on the individual or group involved, if it occurred. Then, the rational decision is given by choosing the set of options which minimise the total sum of all the risks involved. (Note: Impact can be both negative, a 'risk', and positive, a benefit.)
Surprisingly, the idea of risk that dominates nearly all public discourse, and much professional discourse, equates risk just with likelihood of a hazard. The following is an example.
1 Setting the scene
Defining risk
![Page 9: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/9.jpg)
9
This idea was promoted in 96/97 by some influential people (Chief Medical Officer, Royal Statistical Society) as a public communication tool for risk. People's perceptions of unfamiliar risks (such as arise through major emergencies) should be made more accurate by locating them against a scale of familiar risks...
The idea had very limited success. The effectiveness of the riskometer was critically limited by only modelling the likelihood of hazards, as the complexity of public reactions to risk lies precisely in coordinating likelihood with impact and other 'dimensions' of risk.
1 Setting the scene
Communicating and educating about risk: The 'Riskometer'
![Page 10: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/10.jpg)
10 1 Setting the scene
Communicating and educating about risk: The 'Riskometer'
![Page 11: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/11.jpg)
11 1 Setting the scene
The complexity of risk[AUDIO: Today programme – 'School run' vs. 'School walk']
Likelihood is not enough.
Hazards are differently inter-related for every individual, likelihoods are 'weighted' by subjective impacts
How would one locate 'positive risk-taking' on a riskometer scale? (extreme sports....)
![Page 12: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/12.jpg)
12 1 Setting the scene
The complexity of riskEven likelihoods are hard to calculate:the problem of averaging across heterogeneous populations (eg. car drivers do differ significantly in the riskiness of their driving), the problem of key factors that are hard (or expensive) to measure (eg. the hazard of jet engines flying through volcanic ash), the problem of biased intuitions about likelihoods (Kahneman, Tversky et al).
![Page 13: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/13.jpg)
13 1 Setting the scene
Curriculum responses to the need for risk education : Science
Significantly developed to give greater emphasis to understanding science as a social practice ('How Science Works'), and understanding how judgements about science in society are socio-scientific (blending of scientific and other forms of argument and decision-making).
Several examples of widely-used curriculum schemes at GCSE and A level.
![Page 14: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/14.jpg)
14 1 Setting the scene
Curriculum responses to the need for risk education : Mathematics
A slow and limited response: 'Risk and probability' are since 2008 specified in the curriculum statementsRisk is proposed as a key real world application of probability and statistics.
So far, few examples of how these revised curriculum targets should be tackled in the classroom.
![Page 15: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/15.jpg)
15 1 Setting the scene
Curriculum responses to the need for risk education : PSHE/Citizenship
PSHE education will become a statutory part of the curriculum in September 2011.
PSHE Association suggests lesson activities on risk: “Risk-Taking introduces for students the distinctions between positive and negative risk; likelihood and severity… and risk perception… legal and illegal drugs, sex, gambling and anti-social behaviour.”
![Page 16: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/16.jpg)
16 1 Setting the scene
Key problems for teaching and learning
Risk is accepted as a key aspect of learning for young people. It is multi-dimensional, and cross-curricular.
Developments in curricula have not been based on any research-based pedagogy for risk.
![Page 17: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/17.jpg)
17 1 Setting the scene
Key problems for teaching and learning
There is clear potential for science and maths teachers to work together on teaching risk, with mutual benefits. (General motivation also coming from the STEM initiative.)We perceive unexploited opportunities to 'mathematise' the teaching of risk.
These are the broad issues which our research project set out to address...
![Page 18: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/18.jpg)
18
Promoting Teachers’ Understanding of Risk in Socio-Scientific IssuesAim
To support and enhance the teaching of the core idea of risk:• By engaging Mathematics and Science teachers in modelling socio-
scientific issues using new technological tools;• So that they interact more deeply with interdisciplinary knowledge and
become empowered to enthuse their students in meaningful activity around the use of risk.
TURS
![Page 19: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/19.jpg)
19
Research questions
Teachers’ knowledge about risk
What is the nature of teachers’ knowledge about risk?
How do teachers think about the teaching and learning of risk?
Pedagogy
What are the principles that should underpin a pedagogy of risk?
TURS
![Page 20: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/20.jpg)
20
Approach
Co-design
Co-design a computer-based microworld in which teachers can explore and interrogate their knowledge of risk, including pedagogical knowledge, in socio-scientific issues:• By engaging Mathematics and Science teachers have modelled socio-
scientific issues using new technological tools;• Teachers generated models that embrace a pedagogy of risk in diverse
contexts.
TURS
![Page 21: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/21.jpg)
21
Method
Design research
Iterative design, seeking to successively to:• Perturb teachers’ thinking to gain a window on their thinking-in-change
about risk and its pedagogy;• Embed conjectures about pedagogy into new designs of the tools.
The teachers• Three pairs of teachers;• 1 Mathematics and 1 Science teacher from each of 3 London schools.
TURS
![Page 22: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/22.jpg)
22
Pedagogic Theory Components
Principle 1
From our early discussions with the teachers, it soon became clear that:• Risk is a multi-disciplinary topic that can be addressed within conventional
school structures;• With the aspect of likelihood important to Mathematics teachers; and• The context of the socio-scientific issues as important to Science teachers.
TURS
![Page 23: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/23.jpg)
23
Outputs
Three outputs:
Health Warnings
Read all about it!
Deborah’s Dilemma
TURS
![Page 24: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/24.jpg)
24
Health warnings
<Insert picture here>
A picture for Health Warnings. Something that illustrates the business of licensing medicines.
TURS
![Page 25: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/25.jpg)
25
Read all about it!
TURS
![Page 26: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/26.jpg)
26
Deborah’s Dilemma
TURS
![Page 27: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/27.jpg)
27
Pedagogic Theory Components
Principle 2
From our reading of the literature and our early discussions with the teachers, it soon became clear that:• Risk is multi-dimensional, embracing at least the elements of likelihood,
impact and value-laden ethical considerations.• We conjectured that recognition of the various dimensions might be
stimulated by engaging with specific contextualised socio-scientific dilemmas and discussing the multi-faceted nature of the dilemma.
TURS
![Page 28: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/28.jpg)
28
Deborah’s Dilemma: A rich and complex scenarioInformation
We provided information that:• Was intentionally complex to provide authenticity;• Offered richness by covered many aspects of the scenario such as
Deborah’s suffering, her favourite activities, her work, the condition itself and the operation;
• Was often conflicting such as different opinions of doctors and evidence from personal research.
!!Two audio files of those being captured to illustrate the information in Deborah’s Dilemma and show the complexity and richness of the information.!!!
TURS
![Page 29: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/29.jpg)
29
Pedagogic Theory Components
Principle 3
From our interactions with teachers, we learned that:• A modelling approach that encourages making explicit the dimensions of
specific contextualised socio-scientific dilemmas in executable models supports recognition of and discussion about those dimensions;
• As well as awareness of the consequences of their characterisation of the dilemma.
TURS
![Page 30: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/30.jpg)
30
The probability simulator
TURS
!!!A link to the pre-set file and the file itself as used in York
![Page 31: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/31.jpg)
31
The life-style modeller
TURS
A link to the pre-set file and the file itself as used in York
![Page 32: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/32.jpg)
32
Pedagogic Theory Components
Principle 4
From our interactions with teachers, we learned that:• Expressive tools can be designed that support the co-ordination of the
dimensions of risk.
TURS
![Page 33: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/33.jpg)
33
The mapping tool
TURS
Ditto for the mapping tool or alternatively one based on David Nutt’s example or on the Today programme.
![Page 34: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/34.jpg)
34
Expressive tools
Ideas for the future
The mapping tool is our first expressive tool but we do not regard it as sufficient. Other ideas might involve:• Listing of hazards;• Ordering according to likelihood and/or impact;• Prioritising risks;• Quantifying risks;• All within a framework that embraces consideration of ethics and values.
TURS
![Page 35: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/35.jpg)
35
Linda and Adrian
They began with a focus on the operation and by creating models with probabilities. The tendency was to note that failures were relatively rare and complications even more so. The operation seemed quite safe and they adopted a pro-operation stance.
When attention changed to the lifestyle modelling, Linda and Adrian began to see making lifestyle changes as less threatening.
The shifting of position seemed to relate to where their attention was directed, often by affective reactions to the context of the scenario at any particular point in time.
TURS
![Page 36: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/36.jpg)
36
Linda and Adrian
TURS
[INSERT: Audio from two teachers. Just a few minutes that gives the listener a sense of what went on. The more it can capture of slides 24-30 the better but not essential it does it all.]
![Page 37: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/37.jpg)
37
Mathematical/statistical understandingCo-ordinating impact and likelihood seemed a considerable challenge
The teachers often flipped from consideration of impact to consideration of likelihood.• Mechanisms for trading off one with the other were needed;• For this reason, we designed the mapping tool;• And adopted fuzzy quantifications.
TURS
![Page 38: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/38.jpg)
38
Mathematical/statistical understandingThe reliability of data was a regular concern.
The teachers often referred to whether the data could be taken as reliable.• The source of data was important to them.• The amount of data was occasionally salient to them.• A common strategy in the face of uncertainty was to take the view of
whichever source was regarded as the most authoritative.
TURS
![Page 39: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/39.jpg)
39
Understanding the problem contextThe teachers drew extensively on their knowledge about the problem context
Knowledge of the context enabled the teachers to draw inferences.• Draw inferences;• Empathise with Deborah.
Knowledge of the context is not however unproblematic as students might:• Be unable to distance themselves to make analytical judgements;• Appreciate the rules of the game that might suggest when it is inappropriate
to make use of contextual knowledge and how to handle personal experience.
TURS
![Page 40: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/40.jpg)
40
Affective responsesThe teachers often reacted with emotion to Deborah’s predicament
Affective responses seemed often to be a way of gauging the size of the impact. Perhaps this is essential in the absence of clear numerical quantifications.
TURS
![Page 41: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/41.jpg)
41
ConclusionsFour pedagogic theory components
1. Risk is a multi-disciplinary topic that can be addressed within conventional school structures;
2. Risk is multi-dimensional, embracing at least the elements of likelihood, impact and value-laden ethical considerations.
3. A modelling approach that encourages making explicit the dimensions of specific contextualised socio-scientific dilemmas in executable models supports recognition of and discussion about those dimensions, as well as awareness of the consequences of their characterisation of the dilemma;
4. Expressive tools can be designed that support the co-ordination of the dimensions of risk.
TURS
![Page 42: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/42.jpg)
42
ConclusionsFurther observations
The coordination of the dimensions of risk is non-trivial and needs the further development of expressive tools.
Quantification may support co-ordination but value-based judgements must not be marginalised if the modelling of the problem is to seem authentic
Tasks must be designed so that they are not only relevant to the curriculum but also to the interests and experience of the students.
TURS
![Page 43: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/43.jpg)
43
Implications for research and teaching•Support for teachers•Transformation of pedagogic tools into student-oriented tools•Curriculum•Cross-disciplinary opportunities•Emergence of new research possibilities•New emphases for public policy and risk
Implications
![Page 44: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/44.jpg)
44
Support for teachers
•Tasks framed within recognizable contexts incorporating personal values •Tools for simulation and modeling•Teaching and learning of probability and statistics•Co-ordinating personal and social heuristics with statistical understanding •Resources for teachers to see the possibilities of each others’ subjects
Implications
![Page 45: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/45.jpg)
45
Transformation of pedagogic principles into student-oriented tools•Capacity of students to work in adult contexts•Recognizing subjectivity of students [their own experiences, attitudes...]•Promoting the development of statistical literacy through scientific and other contexts, e.g. financial•Research in co-designing materials with science and maths teachers
Implications
![Page 46: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/46.jpg)
46
Curriculum
•Research shows that science and maths teachers bring different pedagogic experiences to understanding of risk
•Socio-scientific contexts already in use as rich contexts, e.g. genetic testing, nanotechnology, radiation from mobile phones
Implications
![Page 47: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/47.jpg)
47
Cross-disciplinary opportunities
Implications
• Building on extant cross-curricular teacher groups • Trials as models for future cross-collaboration• Awarding bodies to recognize opportunities for co-ordination • Importance of working within a citizenship/PSHE context as well
![Page 48: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/48.jpg)
48
Emergence of new research possibilities
Implications
•Contextualisation in schools of TURS research
•Models to map broader narratives of young people’s responses to ‘risky’ situations
![Page 49: 1. LEARNING ABOUT RISK THE CHALLENGE FOR TEACHERS .](https://reader030.fdocuments.in/reader030/viewer/2022032704/56649d6d5503460f94a4d538/html5/thumbnails/49.jpg)
49
Panel discussion
Chair: Dr Ralph Levinson
Panel• Professor Priscilla Alderson• Professor Robin Millar• Professor David Nutt• Professor Dave Pratt Institute of Education
University of London20 Bedford WayLondon WC1H 0AL
Tel +44 (0)20 7612 6000Fax +44 (0)20 7612 6126Email [email protected] www.ioe.ac.uk