|Professor of Education||
T dot Haydn at uea dot ac dot uk
Tel: +44 (0)1603 59 3150
Terry Haydn is Professor in Education and Course Tutor (History) on the Secondary PGCE. As well as being tutor for History, he has special responsibility for Equal Opportunities and Diversity issues on the course. He came to UEA after working in the Department of History, Humanities and Philosophy at the Institute of Education, University of London. He was previously a Head of Humanities in an inner-city comprehensive school in Manchester. Please visit www.uea.ac.uk/~m242
Terry says, "I think that it is important to produce teachers who are dedicated, inspirational and able to motivate and engage pupils in learning. A key part of this, in terms of history education, is to give pupils a clear sense of the importance and relevance of history to their lives outside school and after leaving school. I hope that all strands of my research will contribute to enabling teachers to teach more effectively, and to more committed and productive learning for pupils".
Research interests are in the use of information technology in education, the place and function of History in the school curriculum, and the working atmosphere in the classroom.
Associate to the Centre for Holocaust Education Beacon Schools Project funded by DfE/Pears Foundation, July 2012- September 2013 (£3,000)
An enquiry into the issue of young people who are not in education, employment or training in West Norfolk, Opportunities West Norfolk
Survey of the use of ICT in Initial Teacher Education, OECD
Behaviour for Learning, TDA.
Evaluation of CPD opportunities for history teachers, Historical Association
An enquiry into differences in take-up of history post Key Stage 3, QCANASC Research Consortium,
Curriculum Dimensions of Disaffection in Secondary Schools, TTA.
'Why not teaching?' project, CfBT
Children's understanding of time BECTa.
Monitoring the History Curriculum 3-19: Review of research and other related evidence, QCA.
European dimensions of pupil disaffection in schools, (with Autonomous University of Barcelona and CNEFEI Institute Paris, EU funded.
Creative approaches to subject pedagogy, Arts Council/Creative Partnerships.
Factors influencing teacher trainees progression in ICT competence, BECTa.
Do Different Networked Learning Community, NCSL.
Survey of history teachers use of and attitude to ICT, BECTa.
Evaluation of Networked Learning Communities web portal, Learning Exchange Online, funded by NCSL.
Things to consider in constructing digital resources for history teachers in the UK; Report for BBC.
Review of assessment procedures for trainee teachers and approaches to the development of competence in ICT, TTA.
Pupil perspectives on history at KS3, QCA.
E-HELP (European History E-Learning Project), EU funded.
‘Widening participation’: second phase funding for Creative approaches to subject pedagogy, DfES.
Case Studies for the use of ICT in History, UNESCO/IITE.
E-Learning in Initial Teacher Education, TTA.
Learning to Teach History in the Secondary School, Haydn, T., Hunt, M. Arthur, J. and Stephen, A. (2006), (3rd edition) London, Routledge
Managing pupil behaviour: key issues in teaching and learning, Haydn, T. (2008) London, Routledge Falmer
Longing for the past: politicians and the history curriculum in English schools, 1988-2010, Journal of Education, Media, Memory and Society, Vol. 4, No. 1: 7-25. (2012)
(with Richard Harris) What happens to a subject in a ‘free market’ curriculum? a study of secondary school history in the UK, Research Papers in Education, Vol. 27, No. 1:81-101. (2012)
(with Maria Grever And Ben Pelzer) High school students’ views on history, Journal of Curriculum Studies, Vol. 43, No. 2:207-229 (2011)
Case studies of the ways in which initial teacher education providers in England prepare student teachers to use ICT effectively in their subject teaching, Paris, OECD (2010). Available online at http://www.oecd.org/dataoecd/42/39/45046837.pdf
Lessons learned? Teaching student teachers to use ICT in their subject teaching: a view from the UK, Australian Educational Computing, (2010) Vol. 24, No 2: 35-42
(with Richard Harris) Pupil perspectives on the purposes and benefits of studying history in high school, a view from the UK, Journal of Curriculum Studies, (2010) Vol. 42 (2): 241-61
(with Richard Harris) Children’s ideas about what it means to get better at history: a view from the UK, International Journal of Historical Teaching, Learning and Research, (2009) Vol 8, No. 2: 26-40.
(with Roy Barton) ‘First do no harm’: factors influencing teachers’ ability and willingness to use ICT in their subject teaching, Computers and Education, (2008) Vol. 51, No. 1: 439-447
(with Maria Grever and Kees Ribbens) Identity and school history: the perspective of young people from the Netherlands and England, British Journal of Educational Studies, (2008) Vol. 56, No.1: 76-94
(with Roy Barton and Ann Oliver) An alternative model of continuing professional development for teachers: giving teachers time, International Educational Studies, Vol. 1, No. 1
(with Roy Barton) Common needs and different agendas: how trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK, Computers and Education, Vol. 49: 1018-1036
ICT, education and impact learning in the social sciences, International Journal of Interdisciplinary Social Sciences, Vol. 2, pp. 9
(with Roy Barton) ‘First do no harm’: developing teachers’ ability to use ICT in subject teaching: some lessons from the UK, British Journal of Educational Technology, Vol. 38, No. 2, pp. 365-368
History wars in the United Kingdom 1960-2011, in S. Lassig, M. Repoussi and L. Cajani (eds) History Wars, Braunshweig, Georg-Eckert Institute (in press 2012)
History Magazines in the UK, in S. Popp (Ed.), History sells, Augsburg, University of Augsburg (in press 2012)
What messages does school history send about pluralism, inclusion and citizenship? A view from the UK, in S. J. Maldoran (Ed.) Citizenship: inclusion or exclusion? A contemporary survey, Oxford, Interdisciplinary Press: 23-32 (2011)
ICT and Citizenship, in J. Arthur (Ed.) (2011) Debates in Citizenship Education, London, Routledge
History teaching in the United Kingdom, in E. Erdmann and D. Hasberg (eds) (2011) Facing and bridging diversity. History education in Europe, Berlin, LIT Verlag
History and ICT, in I. Davies (ed.) (2011) Debates in history teaching, London, Routledge
Current themes in secondary history, in I. Davies (ed.) (2011) Debates in history teaching, London, Routledge
What does it mean ‘to be good at ICT’ at school and university?, G. Baker and A. Fisher (eds) (2011), Arts and Humanities Academics in Schools, London, Continuum
Getting teachers to use new technology by just giving them more time, in B. Olaniran (ed.) (2010) Cases on successful e-learning practices in the developing and developed world, New York, IGI Global
Towards independent learning in history: Year 10, in H. Cooper and A. Chapman (eds) (2009) Constructing history in the secondary school: enjoyable learning, case studies, pupil voices, London, Sage
Assessment, motivation and learning, in S. Capel, M. Leask and T.Turner (eds) 2009) Learning to teach in the secondary school, London, RoutledgeFalmer
Citizenship, in V. Brooks, I. Abbott, and L. Bills (eds) (2008) Preparing to teach in secondary schools, London, Open University Press
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