Dawne Irving-Bell

Reader in Learning and Teaching (Teacher education and professional development of educators; Higher education)

Ormskirk

Dawne Irving-Bell, PhD, is a Reader in Learning and Teaching and Senior Learning and Teaching Fellow working in the Centre for Learning and Teaching at Edge Hill University. Dawne is dedicated to raising the profile of the Scholarship of Teaching and Learning (SoTL) and passionate about creating opportunities for others. She established The National Teaching Repository, an Open Education Resource (OER) with proven reach and impact across the global Higher Education community. A platform where colleagues can share interventions that lead to real improvements in teaching and learning in a way that secures recognition for their practice, making it citable, sharable, and discoverable. Dawne is a National Teaching Fellow (NTF), Principal Fellow of the Higher Education Academy (PFHEA) and proud recipient of a Collaborative Award for Teaching Excellence (CATE).

Publications

  • https://research.edgehill.ac.uk/en/persons/dawne-irving-bell
  • https://figshare.edgehill.ac.uk/collections/Personal_Tutoring/5046347
  • Book Review: Eileen Adams: Agent of change in art, design and environmental education
  • Traditional tales and imaginary contexts in primary design and technology: a case study.
  • Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity
  • STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices
  • Analysing Design and Technology as an educational construct; an investigation into its curriculum position and pedagogical identity.
  • Dynamic lecturing: research-based strategies to enhance lecture effectiveness
  • How technology makes us human: cultural historical roots for design and technology education
  • Cambridge International Examinations - Cambridge iGCSE Design and Technology Teacher’s Guide: Second Edition
  • Cambridge International Examinations - Cambridge iGCSE Design and Technology Student’s Book: Second Edition
  • Cultural and historical roots for design and technology education: why technology makes us human
  • Disseminating Academic Research
  • Induction and Transitions
  • Let them loose!
  • Pre-Service Teachers’ Perceptions of Pedagogical Approaches to STEM Education; Design and Technology
  • The Taught Degrees Framework (TDF)
  • Developing visual mnemonic codes as an aid to effective memory recall
  • Re-imagining the future of design and technology education: An opportunity for curriculum innovation.
  • Maximising cognitive recall
  • Re-designing Design and Technology Education: A living literature review of stakeholder perspectives
  • PATT37
  • PATT36
  • Humanising the design and technology curriculum: Why technology education makes us human
  • Developing strategies that work: An institutional approach to student induction, transition and retention
  • Review of Ageing and Technology: Perspectives from the Social Sciences
  • Risk taking in the classroom - Moving teachers forward from pedestrian to innovative practice.
  • The Role of ‘Learner Identity’ and Experience-Related Beliefs in Developing Desirable Graduate Attributes
  • 'Shaping Things': Design Fiction as a catalyst for design in design and technology
  • Design fiction a decade of reflection; the impact of teacher training on classroom practice
  • The Courage to SoTL
  • Telling our stories: Using social media to bridge geographical boundaries
  • THE IMPORTANCE OF ONLINE SUPPORT NETWORKS FOR EDUCATORS
  • Editorial: Welcome to the Journal of Social Media for Learning.
  • Collaborative Conference Reflections: A Visual Journey
  • The Courage to SoTL
  • Scholarship and Impact: A Visual Presentation
  • The CATE Collection: Together in Collaborative Educational Leadership
  • Ingredients for Success
  • The CATE Collection: Concluding Thoughts
  • Celebrating pedagogy and scholarship: The National Teaching Repository and how it supports creative and open practice
  • Building social learning communities
  • 'Shaping Things'
  • Leading Joint and Combined Honours Programmes: Amplified Complexity
  • The National Teaching Repository: A Case Study
  • Sharing Students’ Insights throughout the Module using Learning Technologies
  • UNESCO WHEC2022: Report into the National Teaching Repository
  • The Great Global Note Taking Survey
  • The National Teaching Repository
  • Influence of teachers' perceptions of subject knowledge on pedagogical approaches
  • The Formation of Science, Technology, Engineering, and Mathematics Teacher Identities.
  • Dangerous ideas: Dare to Share
  • Cambridge iGCSE Design and Technology Student Book
  • Show-How Know-How Part Two; Theory and practice for demonstrating in design and technology
  • STEM: what should be taught in school?
  • Cambridge IGCSE Design and Technology Student Book
  • A Small Scale Evaluation of the Design and Technology Framework in England
  • Teacher perspectives on pedagogical modelling and explaining in design & technology: a Q Methodology study.
  • Cambridge iGCSE Design and Technology Student Book
  • Cambridge iGCSE Design and Technology Teacher Guide
  • Assessment Questions
  • Technology Enhanced Learning; A Case Study
  • Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three
  • Empowering the Learner; Ensuring curriculum access for all
  • Exploring the impact of Technology Enhanced Learning; A Gender Specific Case Study.
  • Design and Technology; Educational fallacy or principal exponent of school-based STEM activity?
  • New STEM knowledge; emerging through collaboration
  • Show-How Know-How Part Two; Theory and practice for demonstrating in design and technology
  • Exploring Augmented Reality
  • Monster Invasion!
  • Promoting STEM Careers
  • Teacher perspectives on pedagogical modelling and explaining in design & technology: a Q Methodology study.
  • The reality of STEM education, design and technology teachers’ perceptions: A phenomenographic study.
  • Defining Design and Technology in an Age of Uncertainty: What we know and where are we going?
  • Supporting the development of a socially just STEM-literate society: Teachers perceptions of practice.
  • Promoting STEM Careers
  • STEM: What should be taught in school?
  • Monster Invasion!
  • New STEM knowledge; emerging through collaboration
  • Pupil?s perceptions of design & technology education in England and Wales: emergent findings
  • The reality of STEM education, design and technology teachers? perceptions: a phenomenographic study.
  • Empowering the Learner; Ensuring curriculum access for all
  • Cambridge iGCSE Design and Technology Teacher Guide
  • Exploring the impact of Technology Enhanced Learning; A Gender Specific Case Study.
  • Primary Design and Technology: What do teachers do?
  • Design and Technology; Educational fallacy or principal exponent of school-based STEM activity?
  • Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three
  • Primary Design and Technology: Perceptions and practice
  • Pupil?s perceptions of design and technology education in England and Wales: Emergent findings
  • Assessment Questions
  • Increasing student attainment and engagement through the use of technology to enhance learning
  • Technology Enhanced Learning; A Case Study
  • Exploring Augmented Reality
  • Virtually STEM: Developing collaborative knowledge communities
  • Traditional tales and imaginary contexts in primary design and technology: a case study.
  • STEM education in the twenty-first century: learning at work--an exploration of design and technology teacher perceptions and practices
  • Traditional tales and imaginary contexts in primary design and technology: a case study.
  • Book Review: Eileen Adams: Agent of change in art, design and environmental education
  • Pupil’s perceptions of design & technology education in England and Wales: emergent findings
  • Increasing student attainment and engagement through the use of technology to enhance learning
  • STEM: What should be taught in school?
  • Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three
  • The (Continuing) Gender Debate
  • Visual Research: An Introduction to Research Methodologies in Graphic Design by Ian Noble and Russell Bestley reviewed in Networks, 14 Spring
  • The implementation of technological enhanced learning: Increasing engagement and improving attainment.
  • Implications for teaching becoming a "Masters" led profession; a phenomenographic study of the attitude of Newly Qualified Teachers (NQTs) towards the Masters in Teaching and Learning (MTL).
  • Development of an electronic resource (e-portfolio) used to support trainee teachers in providing outstanding evidence in pursuit of Qualified Teacher Status (QTS)
  • Supporting trainee teachers to develop and engage in high quality classroom based research.
  • QR Codes
  • Perceptions of STEM, within the context of teaching D&T in secondary schools: A phenomenographically inspired study
  • TELing All: The Student Experience
  • What do Textiles Teachers Really Think? The Findings of a National Research Pilot Project.
  • Beyond Subject Knowledge: How do trainee teachers in Design and Technology prove that they are `outstanding' in relation to the standards for Qualified Teacher Status (QTS)?
  • The Legacy of MTL, (Round Table Session)
  • Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three: A small-­‐scale evaluation of the Design and Technology Framework in England
  • Design and Technology Practitioner Based Research; An Emergent Study
  • Does the Science, Technology, Engineering and Mathematics (STEM) agenda need separate curricular input in the realms of undergraduate Initial Teacher Education (ITE)?
  • The development, implementation and evaluation of an academic research scaffold to support trainee teachers in classroom based research.
  • Innovative Approaches to Raising the Profile of Design and Technology
  • Show-How Know-How Part One; Theory and practice for demonstrating in design and technology
  • It's all about Mii!
  • Alternative routes to Success
  • Life is sweet for student chocolatiers
  • Design and Technology Practitioner Based Research; An Emergent Study
  • Development of an electronic resource (e-portfolio) used to support trainee teachers in providing outstanding evidence in pursuit of Qualified Teacher Status (QTS)
  • Catering for All
  • Alternative routes to Success
  • It's all about Mii!
  • The (continuing) gender debate
  • Innovative Approaches to Raising the Profile of Design and Technology
  • Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three
  • Does the Science, Technology, Engineering and Mathematics (STEM) agenda need separate curricular input in the realms of undergraduate Initial Teacher Education (ITE)?
  • Celebrating Design and Technology in the North West
  • Technology Enhanced Learning: Application, Adaption and Advancement
  • Visual Research: An Introduction to Research Methodologies in Graphic Design by Ian Noble and Russell Bestley reviewed in Networks, 14 Spring
  • Technology Enhanced Learning: Case Study.
  • QR Codes
  • The implementation of technological enhanced learning: Increasing engagement and improving attainment.
  • Technology Enhanced Learning; QR Codes; A Nanoteach Presentation.
  • Show-How Know-How Part One; Theory and practice for demonstrating in design and technology
  • How to Produce a Research Poster for Conference Display
  • Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three: A small-??scale evaluation of the Design and Technology Framework in England
  • TELing All: The Student Experience
  • Increasing Student Engagement and Attainment through the Implementation of Technology Enhanced Learning
  • Perceptions of STEM, within the context of teaching D&T in secondary schools: A phenomenographically inspired study
  • Implications for teaching becoming a "Masters" led profession; a phenomenographic study of the attitude of Newly Qualified Teachers (NQTs) towards the Masters in Teaching and Learning (MTL).
  • Technology Enhanced Learning: Case Study.
  • Increasing Student Engagement and Attainment through the Implementation of Technology Enhanced Learning
  • Catering for All
  • Raising Boys' Attainment
  • Celebrating Design and Technology in the North West
  • Reducing the practice gap between the design and technology curriculum and the needs of the textile design/manufacturing industry
  • Preliminary Observations of an evolutionary Design and Technology curriculum: A Worrying Trend?
  • A review of how Advanced Biomechanics and Biotechnologies can be successfully used to inspire and motivate students.
  • How to support trainee teachers to demonstrate that they can provide outstanding evidence in pursuit of Qualified Teacher Status (QTS).
  • Facilitating the change: Teaching as a Masters level profession. (Round Table Presentation)
  • Underpinning The STEM Agenda Through Technological Textiles? An exploration of design technology teachers’ attitudes.
  • Sustaining the Essence of Design and Technology: The Case for Textile Technology
  • Life is sweet for student chocolatiers
  • Easing the Transition
  • Supporting trainee teachers to develop and engage in high quality classroom based research.
  • How to support trainee teachers to demonstrate that they can provide outstanding evidence in pursuit of Qualified Teacher Status (QTS).
  • What do Textiles Teachers Really Think? The Findings of a National Research Pilot Project.
  • Raising Boys' Attainment
  • Sustaining the Essence of Design and Technology: The Case for Textile Technology
  • Underpinning The STEM Agenda Through Technological Textiles? An exploration of design technology teachers? attitudes.
  • Easing the Transition
  • Preliminary Observations of an evolutionary Design and Technology curriculum: A Worrying Trend?
  • Reducing the practice gap between the design and technology curriculum and the needs of the textile design/manufacturing industry
  • Facilitating the change: Teaching as a Masters level profession. (Round Table Presentation)
  • The development, implementation and evaluation of an academic research scaffold to support trainee teachers in classroom based research.
  • A review of how Advanced Biomechanics and Biotechnologies can be successfully used to inspire and motivate students.
  • The Legacy of MTL, (Round Table Session)
  • Joining the dots: the changing identities of University Learning and Teaching Fellows
  • Leading joint and combined honours programmes: Amplified complexity
  • A Community SMASH Up!
  • welcome to the 2022 Winter Edition!

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Co-workers & collaborators

David Wooff

Principal Lecturer (Learning and Teaching) - UK

David Wooff

Matt McLain

Senior Lecturer - Liverpool

Matt McLain

Sue Beckingham

Sue Beckingham

Dawne Irving-Bell's public data