David Lundie
Liverpool Hope University
36 Papers
158 Citations
David Lundie is an academic researcher from Liverpool Hope University. The author has contributed to research in topics: Religious education & Curriculum. The author has an hindex of 11, co-authored 30 publications. Previous affiliations of David Lundie include University of St Mark & St John & London South Bank University.
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Papers
Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?
TL;DR: In this article, the authors examined over fifty studies to ascertain the effect of teaching metacognition in schools on pupils' outcomes and their wellbeing, concluding that when metaconcognition is effectively taught in schools then there is a very positive effect on pupil outcomes.
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Does Religious Education Work?: A Multi-dimensional Investigation
James C. Conroy,Vivienne Baumfield,L. Philip Barnes,Nicole Bourque,Robert A. Davis,Tony Gallagher,Kevin Lowden,David Lundie,Karen Wenell +8 more
- 31 Oct 2013
TL;DR: In this article, the authors draw upon a rich and variegated range of methodologies to understand more fully the practices, policies and resources available in and to religious education in British schools.
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Philosophies of Digital Pedagogy
David Lewin,David Lundie +1 more
TL;DR: Humanising Online Pedagogy as mentioned in this paper is an emerging field of study, combining the philosophy of technology and information theory, with critical pedagogy and educational philosophy, and it builds upon a conference sponsored by the Philosophy of Education Society of Great Britain.
The Delphi method: gathering expert opinion in religious education
TL;DR: The first stage of the project used the Delphi method to elicit expert opinion on the aims and intentions of religious education in secondary schools in Scotland, England and Northern Ireland as discussed by the authors.
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Failures of meaning in religious education
TL;DR: In this article, the educational aims of religious education in the UK as evinced by Ofsted have been couched in the language of meaning making, and an attempt to interrogate how such meanings are shaped, or indeed fail to be shaped, in the day-to-day transactions of the school is made.
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