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(Document started on 22 Mar 2010.) This is a WWW document maintained by Steve Draper, installed at You may copy it. How to refer to it.

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CERE course Home page

By Steve Draper,   Department of Psychology,   University of Glasgow.

This is a page in my own web space for the CERE course: a psychology level 4 option "Concepts and empirical results in education" psych4022 (and psych5046). It will be held in Wolfson (Medical school) MED248 -- Seminar room 3 (Gannochy) on the ground floor. This is one of the new "active learning" rooms, with flexible seating, meant to facilitate active learning such as moving into and out of discussion groups. It consists of five two-hour sessions 2pm-4pm on Wednesdays, starting 15 February.

The documents for the course are mostly in the 2016-7 CERE course moodle. This page contains last year's lectures etc., plus some extra resources.

List of references   (Crucial, large, annnotated)

The moodle for the course is here: 2016-7 CERE course moodle

Introductions to many course-related topics by past students

Introductions to many course-related topics by past students are available through the links below, either to past year's Moodle pages, or to salvaged copies linked to below.

  • The 2014 CERE course moodle
  • The 2015 CERE course moodle
  • And last year's 2016 CERE course moodle
    If you are a student or staff member of Glasgow University, then you should be able to login to moodle, and to access those courses as a guest.

    Earlier years' courses may be accessed from the following links. These are copies of the original web pages: no logins, but the format is crude (although I may be able to clean it up a bit).

  • CERE09-10 group size = 1.
  • CERE10-11 group size = 2-4.
  • CERE11-12 group size = 1.
  • CERE12-13 group size = 3.
  • Major course-related documents

  • List of references   (Steve's choice of great papers)

  • The topics/issues comprising the course.  
  • Exam questions and outline answers.  
  • A note on exams and this course

    Slides and handouts for last year (2016)

    Session1: Intro, ... (17 Feb)

    Slides and handouts from last year

    Group Coursework

    Other course materials

    Short readings on Perry

    See the main course reading list for serious stuff. Here's some short stuff:
  • Perry diagrams:   diagram 1   diagram 2   diagram 3

  • W.J.Rapaport
  • wikiP1
  • wikiP2   and a rebuttal

  • Essay 1 on Clinchy's "connected knowing"
  • Essay 2 on Clinchy's "connected knowing"
  • Essay 3 on Clinchy's "connected knowing"

    Short readings on Deep and Surface

    See the main course reading list for serious stuff. Here's some short stuff:
  • Leila Malone
  • A summary by me, copied from elsewhere
  • Short and good by James Atherton
  • Higher Education Academy

    Short readings on the Laurillard model

    See the main course reading list for serious stuff. Here's some short stuff:
  • James Atherton on Pask and Laurillard
  • Roger Rist
  • wikiP2
  • Laurillard and Gagne

    Old but possibly useful

  • Old handouts on constructivism and other issues (Main point is just the sections on constructivism): Ho1 Ho2
  • Do NOT click on this unless you are too tired to work.

    Other links

  • My page on Bloom's taxonomy. This is an approach meant to help formulate, and review, learning objectives for a course. Benjamin Bloom is also independently famous for his work on Mastery Learning, and his paper on the "Two sigma problem".

  • Ken Robinson on educating for creativity: He has many engaging talks on this, online. E.g. How schools kill creativity
    Robinson,Ken report (1999) All our futures: Creativity, culture and education (UK government report) PDF

  • Scaffolding, contingent tutoring, etc.

  • The learning and teaching "management layer"

  • The relationship of the Perry, Deep&shallow, and Laurillard models (web essay)

  • Read, Discuss, Write.     See also Bacon (1625) on the reading list.

  • Expectation effects Brief descriptions plus pointers to full refs on 4 "magic rubric" papers, including Dweck. They all have the feature that an apparently very small intervention has a significant educational effect.

  • Hanscomb's virtues

  • Three roles of teachers

  • Brief pointers and refs to Jigsaw, Patchwork Text, and Socratic Dialogue.

  • Learning styles:     My web notes       See the Pashler paper on the reading list for a rebuttal of the idea.

  • A predecessor course had an overlapping syllabus, and its materials might be of some use. Extensive exam questions and outline answers for it are there, but of course this course has a different syllabus.

  • For notes on moodle, and warnings that students should be given about editing wikis etc. see (for the moment):

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