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Publications
Matthews, B. and Clay, J. (2009) Encouraging pupils
to engage in science through equality and emotional literacy,
in Cole, M. (ed.) Promoting Equality in Schools: The
Later Years. London: Continuum.
Matthews, B. (2007) Science Education: Preparing pupils
for the future?, School Science Review, 89(326):
77-84
Matthews, B. and Snowden, E. (2007) Making science
lessons engaging, more popular, and equitable through
emotional literacy, The Science Education Review,
6(2): 1-17
Matthews, B. (2007) Making Science Lessons More Engaging,
More Popular And Equitable Through Emotional Literacy.,
Science Education Review, 6(3): 86:1 to 86:16
Matthews, B. (2006) Engaging Education. Developing
Emotional Literacy, Equity and Co-education. Buckingham:
McGraw-Hill/Open University Press.
Matthews, B. and Morrison, L. (2006) How Pupils Can
Be Helped to Develop Socially and Emotionally in Science
Lessons, Pastoral Care in Education, 24(1):
10-19
Matthews, B. (2005) Emotional literacy as the engine
of equity, Emotional Literacy Update, 3(21): 10-11
Matthews, B. (2005) Emotional Development, Science and
Co-education, in Alsop, S. (ed.) Beyond Cartesian
Dualism: Encountering Affect in the Teaching and Learning
of Science. Dordrecht: Springer.
Matthews, B. (2004) Promoting emotional literacy,
equity and interest in KS3 science lessons for 11-14
year olds; the 'Improving Science and Emotional Development'
project, International Journal of Science Education,
26(3): 281-308
Matthews, B. (2003) Making science more popular through
group work and emotional literacy: A possible contribution
to internationalism? (Re-printed), Journal of the
Commonwealth Association of Science, Technology and
Mathematics Educators (CASTME), 23(1): 19-29
Matthews, B. (2003) Making science more popular through
group work and emotional literacy: A possible contribution
to internationalism?, Science Education International,
14(2): 12-20
Matthews, B. (2003) Improving Science and Emotional
Development (The ISED project) Emotional Literacy, citizenship,
science and equity. 2nd. London: Goldsmiths
Matthews, B. (2003) How emotional literacy can help
secondary students become more interested in science,
in Park, J. (ed.) The Handbook of Emotional Literacy.
London: David Fulton
Matthews, B. (2003) Emotional literacy in secondary
schools, Emotional Literacy Update, 1(2): 6-7
Matthews, B., Kilbey, T., Doneghan, C. and Harrison,
S. (2002) Improving attitudes to science and citizenship
through developing emotional literacy, School Science
Review, 84(307): 103-114
Matthews, B. (2002) Why is emotional literacy important
to science teachers?, School Science Review,
84(306): 97-103
Matthews, B. (2002) Helping Boys by Helping Girls
as well, emotional literacy and equity, Boys in
Schools (University of Newcastle: Australia), 5(1):
16-23
Matthews, B. (2002) Emotional literacy in science
lessons; a contribution to healthy schools, Healthy
Schools, 11(Spring): p5
Matthews, B. (2001) Improving Science and Emotional
Development (The ISED project) Emotional Literacy, citizenship,
science and equity. London: Goldsmiths
Matthews, B. (2001) Emotional Literacy in secondary
schools: enabling pupils to develop in subject lessons.
Available at http://www.nelig.com/articles/ised.htm
http://www.nelig.com/articles/ised.htm (accessed 2002)
Matthews, B. (2001) Dialogue and Science Education,
Real Dialogue Conference Brochure, (London:Antidote)
Matthews, B. (2001) Beginning Science Teachers: their
views of scientists as revealed through drawings, Forum
for Promoting 3-19 Comprehensive Education, 43(3):
133-139
Matthews, B. (2000) What is Science? Bacon, Popper
and Kuhn, in Goldsmiths Science PGCE (ed.) Reading
Materials for the Science Programme. London: Goldsmiths
Matthews, B. and Davies, D. (1999) Changing children's
images of scientists: can teachers make a difference?,
School Science Review, 80(293): 79-85
Matthews, B. (1998) Co-education, boys, girls and
achievement, in Bleach, K. (ed.) Raising Boys' Achievement
in Schools. Stoke on Trent: Trentham Books
Matthews, B. and Sweeney, J. (1997) Collaboration
in the science classroom to tackle racism and sexism,
Multi-cultural Teaching, 15(3): 33-36
Matthews, B. (1996) The Politics of Information Technology:
Some implications for schools, Education 3 to 13,
24(2): 42-44
Matthews, B. (1996) Peacemakers in the battle of the
sexes, Times Educational Supplement, May 17th
p. 18 London
Matthews, B. (1996) Drawing Scientists, Gender
and Education, 8(2): 231-243
Matthews, B. (1994) Relative Values versus a Restricted
Vision in Science, in Thorp, S., Pratap, D. and Edwards,
C. (eds.) Race, Equality and Science Teaching A
Handbook for teachers and Educators. Hatfield,
Herts: Association for Science Education
Matthews, B. (1994) Promoting Equal Opportunities;
Starting Girls and Boys Communicating, Journal of
Teacher Development, 3(3): 149-158
Matthews, B. (1992) Towards an Understanding of the
Social Issues in Information Technology: concerning
computers, intelligence and education, Journal of
Information Technology for Teacher Education, 1(2):
201-213
Matthews, B. (1991) Who Controls Whom? The social
implications of information technology. Coventry:
National Council for Educational Technology
Matthews, B. (1989) Chaining the Brain: Structural
Discrminations in Testing, in Coles, M. (ed.) The
Social Contexts of Schooling. London: Falmer Press.
Harrison, L. and Matthews, B. (1998) Are We Treating
Science And Scientists Fairly?, Primary Science,
5122-25
Kelly, A. (2001) Biology brings boys and girls together,
Times Educational Supplement, 11/5/01 p2. (Report
in TES)
Neumark, V. (1999) Does Chat Work?, Times Educational
Supplement, Science XI, (1st Jan 99). (Report of
an interview)
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