Dr Lauren Boath

  • Senior Lecturer in Education (Physics) (School of Education)

Biography

Lauren has a background in higher education and as a teacher of physics and science in Scotland, having undertaken her first degree in Physics at the University of Strathclyde and teacher education (PGCE in physics with science) at Dundee University.  During a two-year secondment to Learning & Teaching Scotland and Education Scotland, Lauren had responsibility at a national level for developments in sciences, technologies, engineering and mathematics (STEM) for 3 - 18 year olds, including involvement in development of the new National Qualifications.

Lauren completed her PhD in science education at Trinity College, Dublin exploring children's learning in science beyond the teacher led, for which she worked with 1100 children in 13 primary and secondary schools in five Scottish local authorities, using a children’s rights-based approach to children’s voice, underpinned by Vygotsky’s cultural-historical theory.

In her role as a Lecturer in Education at the University of Dundee. Lauren had key responsibility in the oversight of development, accreditation and implementation of an innovative route into secondary STEM teaching, integrating initial teacher education with the teacher induction scheme, and other leadership responsibility including acting as assessment convener and module leader for Masters-level academic modules and for professional practice modules.

SELECTED CAREER HISTORY

2020 -

Senior Lecturer in Education (Physics)

2015 - 2020

Associate Tutor / Lecturer in Education, University of Dundee 

2016

Thesis Marker, Postgraduate Masters in Education, Trinity College Dublin

Supply Teacher (Physics / Science). Fife Council

2013 - 2015

Science Learning Manager, Dundee Science Centre

2010 - 2016

Marker, Standard Grade Physics, Scottish Qualifications Authority (SQA)

2011 - 2013

Development Officer (sciences), Learning & Teaching Scotland / Education Scotland (secondment)

2009 - 2013

Teacher of Physics & Science, Monifieth High School, Angus

2006 - 2008

Teacher of Physics, High School of Dundee, Dundee

2005 - 2011

A variety of additional professional roles including as a Qualifications Development Specialist for SQA Intermediate 1 and 2 and Higher Physics assessments, Item Writer for the Scottish Survey of Achievement, Writer and peer reviewer for Learning & Teaching Scotland, Consultant for Angel Eye Media science films commissioned by the BBC

1997  - 2005

Roles with the Universities of Dundee, Aberdeen and Abertay, including working with the North Forum for Widening Access and Participation University for Children & Communities project, and as Student Records Officer at the University of Abertay

 

Research interests

Lauren's research interests include: science learning; children's rights and voice; teacher education and teacher professional learning; student voice. She is currently working on research relating to the experiences of students and mentors on routes into STEM teaching, and children’s voice in the early years relating to STEM and wellbeing in outdoor space.

Grants

University of Dundee School of Education & Social Work Seed Grant (£405)

The child as coresearcher in the early years: A children’s rights-based methodology to improve the outdoor learning environment while supporting children’s autonomy

Supervision

Completed supervision

Alexia Barrable: A new focus for education? Nature connection as a goal for all education: theoretical, research and practical perspectives (Ph.D. by publication 2020; first supervisor Professor Divya Jindal-Snape, second supervisor Dr Lauren Boath)

MEd dissertation student: Student experiences and perceptions of self-efficacy in a grammar class using a flipped classroom model: a mixed-methods exploratory study in a Saudi college (MEd awarded 2019)

 

 

Teaching

In 2020/2021, Lauren will act as the Course Leader for the PGDE course 'Understanding Learning and Teaching', as well as teaching, assessing and supervising within:

  • PGDE 'Learning & Teaching in the Primary / Secondary' courses (BGE science for primary and BGE science for secondary);
  • MEduc Education with Primary Teaching Qualification (BGE science for primary);
  • MEd Professional Practice with PGDE (professional enquiry and decision making);
  • MSc Educational Studies (contemporary issues / dissertation).

During her career, Lauren has taught and assessed on professional graduate (PGDE) and postgraduate certificate and diploma (PGCE/PGDE) programmes in education. She has developed and delivered Master’s-level learning in primary science teaching for early-career teachers and has supervised undergraduate, MEd and PhD dissertations. Lauren has also supported teachers undertaking mentoring roles within schools, including those participating in Master's-level learning about mentoring and coaching.

Additional information

Thesis

Boath, L. (2019) Children’s aspirations and perceptions of science learning beyond the teacher-led. Trinity College, University of Dublin, Ireland.

Conference presentations 

Boath, L., & Shimi, J. (2018). Different ways of educating new teachers: opportunities for mentoring the mentors. Paper presented at Scottish Educational Research Association Annual Conference, Glasgow, United Kingdom. 

Shimi, J., & Boath, L. (2018). Mentoring the mentors. Paper presented at Teacher Education Policy in Europe Network (2018), Braga, Portugal. 

Boath, L. (2018). Science learning beyond the teacher-led in Curriculum for Excellence: children’s aspirations and perceptions. Paper presented at Scottish Educational Research Association Annual Conference, Glasgow, United Kingdom. 

Boath, L., & Murphy, C. (2017). Children's perceptions of learning science beyond school. Paper presented at 3rd European Conference on Curriculum Studies 2017, Stirling, United Kingdom. 

Boath, L. (2016). Children's experiences of science beyond schools: An exploration of children and young people’s experiences of, and attitudes to, learning science outside the school environment using children’s voice approaches, framed within the United Nations Convention on the Rights of the Child. Paper presented at University of Dundee School of Education Research and Scholarship Conference, Dundee, United Kingdom. 

Boath, L. (2016). Children's experiences of science beyond schools: An exploration of children and young people’s experiences of, and attitudes to, learning science outside the school environment using children’s voice approaches, framed within the United Nations Convention on the Rights of the Child. Paper presented at School of Education Postgraduate Research Conference, Dublin, Ireland. 

Boath, L., & Murphy, C. (2015). Learner Voice - an exploration of the use of an explicit United Nations Convention on the Rights of the Child based approach to understand children and young people’s experiences of, and attitudes to, learning science outside the school. Paper presented at Teacher Education Policy in Europe Network 2015, Dundee, United Kingdom. 

Boath, L., & Murphy, C. (2015). Learner Voice - an exploration of the use of an explicit United Nations Convention on the Rights of the Child based approach to understand children and young people’s experiences of, and attitudes to, learning science outside the school. Paper presented at Nothing about us without us! Listening to the Voice of Students, Dublin, Ireland. 

McAdam, M., & Boath, L. (2012). Curriculum Area Impact Project in Sciences 3-18: Report Launch. Scottish Learning Festival 2012, Glasgow, United Kingdom. 

Boath, L., Taylor, N., Rodrigues, S., & Duffy, S. (2009). Evaluation of using three-stage PARSEL model with learners in Scotland. Poster session presented at International Popularity and Relevance in Science Education for Scientific Literacy (PARSEL), Berlin, Germany. 

Boath, L., Taylor, N., Rodrigues, S., & Duffy, S. (2009). Implementation of the three-stage PARSEL model in the Scottish context. Poster session presented at International Popularity and Relevance in Science Education for Scientific Literacy (PARSEL), Berlin, Germany. 

Professional learning for practitioners including advice, guidance and exemplification for sciences in Curriculum for Excellence, published by Learning & Teaching Scotland and Education Scotland 

Boath, L. (2012) Skills for Science: Advice, Guidance and Exemplification for National 5 Physics 

Boath, L. (2012) Skills for Science: Advice, Guidance and Exemplification for National 4 Physics 

Boath, L. (2012) Food Security: Advice, Guidance and Exemplification for National 5 Biology            with colleagues from the Scottish Science Equipment Research Centre

Boath, L., Nielsen, N. (2012) Nuclear Chemistry: Advice, Guidance and Exemplification for National 5 Chemistry 

Higham, H., Boath, L. (2012) Health and Disease: Advice, Guidance and Exemplification for National 5 Biology  

Higham, H., Boath, L. (2012) Biology: Advice, Guidance and Exemplification for National 5 Biology  

Boath, L. (2011) Teaching Dynamics in Revised Higher Physics: resources for learners and teachersMaterials to support teaching within the Revised Higher Physics, with a focus on dynamics. 

Boath, L. (2011) Teaching Particle Accelerators in Revised Higher Physics: resources for learners and teachers.  Materials to support teaching within the Revised Higher Physics, with a focus on particle accelerators, following a SCIPD visit to CERN, Geneva, funded by Learning and Teaching Scotland. 

Participation by invitation in a project funded by ERSC  

Boath, L., Jones, N., & Rodrigues, S. (Producer). (2012). Theory and Practice: Teacher Professional: Reflective Practice Parts I and II. Digital or Visual Products, Online: https://www.youtube.com/watch?v=fqoGWvxg8IU and https://www.youtube.com/watch?v=LRLOWMRPgz4  

Participation by invitation in series of Learning & Teaching Scotland events: Climate Change as an Interdisciplinary Context for Learning in the Broad General Education (2011)

Participation by invitation in a STEM-ED project: Connecting it up: towards a Route Map for STEM Education in Scotland (2008)

Participation in a joint project of the Association for Science Education in Scotland, Scottish Technology Teachers' Association and Scottish Mathematical Council to identify and promote coherent and progressive pathways to develop key concepts and skills across STEM in education up to age 15. 

Participation by invitation in a project led by Her Majesty’s Inspectorate for Education: The Connected Nature of Learning in CfE: exemplar lessons plans integrating science and technologies in Curriculum for Excellence (2007)

Chapters in Books 

Yates, C. & Boath, L., (2010) Teaching sound in the Curriculum for Excellence in Interpreting Excellence. Kibble, R (ed.) Association of Science Education, Hatfield, EnglandISBN 9780955966514 

Peer Review

Sustainability (2020) (special issue 'Teaching Sustainable Development Goals in Science Education')

International Journal of Inclusive Education (2020)

International Journal of Student Voice (2017)

Selected Media / Press

Times Educational Supplement (Scotland) (2019) Supported induction: is the fast-track into teaching working? (https://www.tes.com/magazine/article/supported-induction-fast-track-teaching-working)

The Courier (2017) Merged teaching course to see students paid wage while learning (https://www.thecourier.co.uk/fp/news/scotland/507589/merged-teaching-course-to-see-students-paid-wage-while-learning/)

The Herald (2017) Agenda: providing help and support to aspiring teachers (https://www.heraldscotland.com/opinion/15522714.agenda-providing-help-and-support-for-aspiring-teachers/)

 Other professional membership and association

General Teaching Council of Scotland membership 064679 (2005 -         )

Association of Science Education (Scotland) Tayside & Fife Section Committee member (2005 - 2010)

Association of Science Education (Scotland) Conference Chair 2010