D. Newton

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Thinking Skill Frameworks for Post-16 Learners: An Evaluation. A Research Report for the Learning and Skills Research Centre.

David Moseley, S. Higgins, V. Baumfield, 2004 .

Thinking Skills Frameworks for Post-16 Learners: an Evaluation

David Moseley, J. Elliott, S. Higgins, 2004 .

In two minds : the interaction of moods, emotions and purposeful thought in formal education.

D. Newton, 2016 .

Subject Content Knowledge and Teacher Talk in the Primary Science Classroom

Douglas P. Newton, Lynn D. Newton, D. Newton, 2001 .

Publisher's Copyright Statement: Use Policy Educational Research, Peer Review and Editor Engagement *

D. Newton, 2014 .

Additional Information: Use Policy Educational Research, Peer Review and Editor Engagement *

D. Newton, 2022 .

What Teachers See as Creative Incidents in Elementary Science Lessons

Douglas P. Newton, Lynn D. Newton, D. Newton, 2010 .

Do Primary School Science Books for Children Show a Concern for Explanatory Understanding?

D. Newton, A. Blake, L. Newton, 2002 .

Enculturation and Understanding: some differences between sixth formers’ and graduates’ conceptions of understanding in History and Science

D. Newton, L. Newton, 1998 .

A PIL for every ill? Patient information leaflets (PILs): a review of past, present and future use.

I. Purves, D. Newton, L. Newton, 1998, Family practice.

The Effect of Various Kinds of Lesson on Conceptual Understanding in Science

D. Newton, L. Newton, P. S. Gavalcante, 1997 .

Some notions of artistic creativity amongst history of art students acquired through incidental learning.

D. Newton, H. Donkin, 2011 .

Some student teachers’ conceptions of creativity in school science

D. Newton, L. Newton, L. Newton, 2009 .

An analysis of primary technology textbooks: can they support cause and purpose explanations?

D. Newton, L. Newton, 2007 .

Creativity in 21st-century education

D. Newton, L. Newton, 2014 .

Can explanations in children's books help teachers foster reason‐based understandings in religious education in primary schools?

D. Newton, L. Newton, 2006 .

To What Extent can Children’s Geography Books Help a Primary School Teacher Explain Cause and Purpose?

D. Newton, L. Newton, 2006 .

Choosing for yourself : a pragmatic framework for developing competence in young people’s personal decision-making.

D. Newton, 2017 .

Do Primary History Books Show a Concern for Explanatory Understanding?

Kathleen J. Brown, D. Newton, A. Blake, 2003 .

The Role of Pictures in Learning to Read

D. Newton, 1995 .

Creativity as a twenty-first-century competence: an exploratory study of provision and reality

L. Davies, D. Newton, L. Newton, 2018 .

Frameworks dealing with cognitive structure and/or development

David Moseley, J. Elliott, S. Higgins, 2005 .

Frameworks for Thinking: Seven ‘all-embracing’ frameworks

D. Newton, 2005 .

Notes on authors

David Moseley, J. Elliott, S. Higgins, 2005 .

Frameworks for Thinking: Moving from understanding to productive thinking: implications for practice

D. Newton, 2005 .

Frameworks for Thinking: Lists, inventories, groups, taxonomies and frameworks

D. Newton, 2005 .

Frameworks for Thinking: Frameworks dealing with productive thinking

David Moseley, J. Elliott, S. Higgins, 2005 .

Frameworks for Thinking: Frameworks dealing with instructional design

D. Newton, 2005 .

Frameworks for Thinking: The nature of thinking and thinking skills

D. Newton, 2005 .

The selection of potential undergraduate students who lack customary academic qualifications : is a toolkit possible?

D. Newton, L. Newton, Ian S. Moreton, 2017 .

Patient information leaflets: producing understandable PILs

David Moseley, Rob Wilson, Ian Purves, 1998, J. Inf. Sci..

Teachers’ pedagogies and strategies of engagement.

L. Davies, D. Newton, L. Newton, 2018 .

Creativity in 21st-century education

D. Newton, L. Newton, 2014, PROSPECTS.

The Development of Chemical Language Usage by “Non-traditional” Students: the Interlanguage Analogy

Vanessa Kind, D. Newton, Simon Rees, 2018, Research in Science Education.

A Procedure for Assessing Textbook Support for Reasoned Thinking

Douglas P. Newton, Lynn D. Newton, D. Newton, 2009 .

Found coins as indicators of coins in circulation: testing some assumptions

D. Newton, 2006, European Journal of Archaeology.

Frameworks for Thinking: Introduction

David Moseley, J. Elliott, V. Baumfield, 2005 .

Humanoid Robots as Teachers and a Proposed Code of Practice

Douglas P. Newton, Lynn D. Newton, D. Newton, 2019, Front. Educ..

Can language focussed activities improve understanding of chemical language in non-traditional students?

Vanessa Kind, D. Newton, Simon Rees, 2018 .

‘Allowing them to dream’: fostering creativity in mathematics undergraduates

D. Newton, L. Newton, Y. Wang, 2022, Journal of Further and Higher Education.

Quality and Peer Review of Research: An Adjudicating Role for Editors

Douglas P. Newton, D. Newton, 2010, Accountability in research.

The Development of Chemical Language Usage by “Non-traditional” Students: the Interlanguage Analogy

Vanessa Kind, D. Newton, Simon Rees, 2018, Research in Science Education.

A study of children’s classroom questions in relation to elementary science teaching.

P. Abrams, D. Newton, L. Newton, 2018 .

Pre-service primary teachers’ conceptions of creativity in mathematics

Douglas P. Newton, Tony Harries, David Bolden, 2010 .

Challenging the Western stereotype: do Chinese international foundation students learn by rote?

D. Newton, Megan Bruce, Jinhua Mathias, 2013 .

Could Elementary Mathematics Textbooks Help Give Attention to Reasons in the Classroom?

D. Newton, L. Newton, 2006 .

Recognizing creativity in the music classroom

D. Kokotsaki, D. Newton, 2015 .

Creative Thinking and Teaching for Creativity in Elementary School Science

D. Newton, L. Newton, 2010 .

Assessing the creativity of scientific explanations in elementary science: an insider–outsider view of intuitive assessment in the hypothesis space

Douglas P. Newton, D. Newton, 2010 .

Knowledge development at the time of use: a problem‐based approach to lesson planning in primary teacher training in a low knowledge, low skill context

D. Newton, L. Newton, 2009 .

Thinking about Art: Could Elementary Textbooks Serve as Models of Practice to Help New Teachers and Non‐Specialists Support Reasoning in Art?

D. Newton, L. Newton, 2005 .

The Use of Textbooks for Advanced‐Level GCE Courses in Physics, Chemistry and Biology by Sixth‐Form Students

D. Newton, 1984 .

Humanised Science Teaching and School Science Textbooks

D. Newton, 1986 .

The sixth-form physics textbook 1870-1980 - part 1

D. Newton, 1983 .

ENGAGING SCIENCE: PRE-SERVICE PRIMARY SCHOOL TEACHERS’ NOTIONS OF ENGAGING SCIENCE LESSONS

Douglas P. Newton, Lynn D. Newton, D. Newton, 2011 .

Do OFSTED Inspections of Secondary Schools Make a Difference to GCSE Results

M. Aitkin, I. Shaw, D. Newton, 2003 .

Moods, Emotions and Creative Thinking: A Framework for Teaching.

Douglas P. Newton, D. Newton, 2013 .

A Way of Classifying and Measuring Some Aspects of the Illustration Style of Textbooks

D. Newton, 1984 .

Widening Participation, Higher Education and Non-Traditional Students

C. Marshall, D. Newton, S. Nolan, 2016 .

How can the understanding of analysis of sonata form movements be deepened by the use of graphic representation

Douglas P. Newton, Lynn D. Newton, D. Ferrari, 2017 .

Frameworks for Thinking: List of figures

David Moseley, J. Elliott, V. Baumfield, 2005 .

Causal situations in science: A model for supporting understanding

Douglas P. Newton, D. Newton, 1996 .

Young children's perceptions of science and the scientist

D. Newton, L. Newton, 1992 .

Primary children's conceptions of science and the scientist : is the impact of a National Curriculum breaking down the stereotype?

Douglas P. Newton, Lynn D. Newton, D. Newton, 1998 .

Learning and conceptions of understanding in history and science: Lecturers and new graduates compared

D. Newton, L. Newton, I. Oberski, 1998 .

Lichenometry: Field Work for Schools and Colleges.

D. Newton, L. Newton, 1989 .

Do Teachers Support Causal Understanding through their Discourse when Teaching Primary Science

Douglas P. Newton, D. Newton, L. Newton, 2000 .

Making science education relevant

Douglas P Newton, D. Newton, 1988 .

Humanizing primary science

D. Newton, L. Newton, 1986 .

Pictures in Books for Children at Key Stage 1: an analysis

D. Newton, 1992 .

Could elementary textbooks serve as models of practice to help new teachers and non-specialists attend to reasoning in music?

D. Newton, L. Newton, 2006 .

There’s more to thinking than the intellect

D. Newton, 2015 .

In two minds : the interaction of moods, emotions and purposeful thought in formal education.

D. Newton, 2016 .

Illustrations for Children: depth perception and economy of style

D. Newton, 1986 .

Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education

Vanessa Kind, D. Newton, Simon Rees, 2018, Israel Journal of Chemistry.

Creativity and Problem Solving: An Overview

D. Newton, 2012 .

The elephant in the classroom.

D. Newton, 2014 .

Helping children notice co-variation in tables: the effect of some forms of graphing

D. Newton, Christine Merrell, 1994 .

Teaching for Understanding: What It Is and How to Do It. 2nd Edition.

Douglas P. Newton, D. Newton, 2011 .

Process in Lower School Science Textbooks

R. Gott, D. Newton, 1989 .