Primary Teacher Fellow
Dr Serret is a Lecturer on the BA Primary Education Course, she holds a degree in Science, a masters in Science Education and a PhD thesis focused on primary science education. Dr Serret is a a member of the science team on the BA course, teaching from Y1 through to Y4 science specialist modules. She is Leader for the Professional and Educational Development modules from Y1-Y4 and is a Link Tutor for the BA school placements from Y1-Y4 and the GTP programme.
- Part-time Senior Research Officer. Assessment for Learning Research Project funded by Department for Education under the directorship of Professor Paul Black and Christine Harrison. Kings College, London (Jan-Sept 2010)
- London Science Learning Centre Primary Consultant and Trainer (April 2007-Sept 2010)
- CASE (Cognitive Acceleration Through Science Education) Consultant (September 2003-Sept 2010)
- Part-time Tutor, Primary PGCE Science component, Institute of Education, University of London and GTP mentor (2003-2007)
- Research Associate/evaluator, Evaluation of SEP/TEEP implementation in secondary science in Tower Hamlets, commissioned by the Gatsby trust, Institute of Education, University of London (July 2003-July 2006)
- Research Associate, AstraZeneca-funded CASE@KS2 project, King’s College, London (August 2001-July 2003)
- Research Associate, DFID/British Council funded collaborative project with Kenyatta University, Kenya (September 2002- April 2005)
- Science consultant, GlaxoSmithKline funded project in partnership with ENO (English National Opera) Baylis – 'Singing and the Science of Sound. Development of professional development and curriculum materials (September 2002-December 2003)
- Classroom teacher (Science and Mathematics Co-ordinator), Torriano Junior School, Camden, London (September 1996-July 2001)
Dr Serret has been involved in a number of research and development projects at proposal, research and dissemination level, focused on science education:
- Collaborative research with Professor Paul Black and Christine Harrison at King’s College London investigating ways to strengthen the use of teacher judgements to make summative assessments of children’s learning.
- PhD research was concerned with how dialogue can develop thinking in primary children in the context of science lessons.
- Dr Serret was part of an evaluation team, under the directorship of Professor Michael Reiss, at the Maths, Science & Technology Department at the Institute of Education. This project was commissioned by the Gatsby foundation and was a three-year study of the impact of a large innovative project that aims to raise the teaching and learning of science, throughout all the secondary schools in Tower Hamlets. This required developing and maintaining a working relationship with the LA, its schools and the teachers from the science department, setting up and carrying out regular visits to schools to observe science lessons, communicating with teachers, key LA officers and directors at the Gatsby foundation to gauge their perspectives of the project and reporting interim findings regularly to Gatsby, Tower Hamlets and the wider education community.
- As the Research Associate for the CASE @ KS2 project (Cognitive Acceleration Through Science Education at Key Stage Two), Dr Serret contributed to an innovative project that strived to develop thinking in children aged between 7-9 years old through the science curriculum. The outcome of this project was a set of published materials 'Let’s Think Through Science' and an accompanying professional development programme that is being used across the UK .
Between 2002-2005, Dr Serret worked on a research and development project sponsored by the British Council. The chief aim was to raise the achievement, attitudes and self-esteem of Kenyan girls in primary science. This project gave Dr Serret the unique opportunity to visit and work with schools, teachers and pupils in Kenya.
Opportunities to carry out postgraduate research towards an MPhil / PhD in the School of Education are available and further information may be obtained from the NTU Graduate School.
Continued collaboration with Kings College and other organisations in a research capacity.
- Children communicating science. Earle S & Serret N, in Dunne M & Peacock A (eds), Primary Science (A guide to Teaching Practice), 2012, London, Sage
- Using local outdoor spaces for learning. Glackin M & Serret N in Hollins M (eds), ASE Guide to Secondary Science Education, 2011, Hatfield, The Association for Science Education
- Can teachers’ summative assessments produce dependable results and also enhance classroom learning? Black P, Harrison C, Hodgen J, Marshall B & Serret N. Assessment in Education, 2011, 18 (4), 451-469
- Social construction: encouraging productive talk. Serret N in Adey P, (ed) Let’s Think Handbook: A Guide to Cognitive Acceleration in the Primary School, 2008
- Developing children’s thinking in primary science. Serret N. in Harlen W (Ed), ASE Guide to Primary Science Education, 2006
- Leaping into the unknown: Developing thinking in the primary science classroom. Serret N, Primary Science Review, 2004, 82, 8-11
- Let’s Think Through Science. Adey P, Nagy F, Robertson A, Serret N, & Wadsworth P. 2003, Windsor, NFER-Nelson.
Primary science education, assessment for learning, developing pupil talk and thinking and using the outdoors to support science education.