Andy Chandler-Grevatt

My doctoratal research was in science education, formative assessment, classroom assessment, teacher assessment literacy, with a methodological focus of case studies, mixed methods and sociocultural perspectives. I have applied my research to a wide range of contexts including contributing to curriculum reform in Kazakhstan, using criteria based assessment and in my role as Assessment Editor and Curriculum Editor for secondary curriculum resources for Oxford University Press.

I have continued to research secondary science teaching and learning (11-19 years) including threshold concepts in A-level sciences, secondary school students understanding of the nervous system, learning about the brain, and the use of microscopes in the classroom and moss organisms. These I explore through the academic perspectives of models and modelling and developing Science Capital through engagement with science instruments at home. 

Through my work with trainee teachers and being an advocate for science educators through the Association for Science Education I have a personal, practical and academic interest in the emotional needs of teachers andd the links with science teacher recruitment and retention.

My research interests and supervisory interests include: Science education, formative assessment, classroom assessment, teacher assessment literacy. Science teaching and learning: including the nervous system, learning about the brain, microscopes in the classroom and moss.  organisms. Science teachers, teacher well-being, teacher recruitment and retention, emotional needs of teachers.

I use a range of teaching approaches. When training teachers I aim to model a range of pedagogical approaches including cognitive science strategies, formative strategies, challenging misconceptions, effective use of practical work and other classroom strategies such as questionning. 

Depending on the situation, I can deliver lectures, run seminars, and deliver workshops. I beleive in a balance of providing knowledge and giving opportunities to apply that knowledge in a safe and respectful environment. In one to one supervision, I use an approach of support and challenge: giving support as needed and providing challenge to help my students to reach their full potential.