Faculty of Education, Social Sciences and Law

School of Education

Contact Details

Professor Jim Ryder's Publications


  • Henriksen E, Dillon J, Ryder J, Understanding student participation and choice in science and technology education (Dordrecht: Springer, 2015)

Journal Articles

  • Ryder J, Lidar M, Lundqvist E, Ostman L, ‘Expressions of agency within complex policy structures: Science teachers' experiences of education policy reforms in Sweden’, International Journal of Science Education 2018
    DOI: 10.1080/09500693.2018.1435921, Repository URL: http://eprints.whiterose.ac.uk/127436/

  • Lidar M, Lundqvist E, Ryder J, Ostman L, ‘The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden’, Research in Science Education 2017
    Repository URL: http://eprints.whiterose.ac.uk/126009/

  • Ryder J, ‘Navigating Tensions: Education Policy and the Science Teacher’, Revista Brasileira de Pesquisa em Educação em Ciências, 17.1 (2017), 1-12
    Repository URL: http://eprints.whiterose.ac.uk/116630/

  • Homer M, Ryder J, ‘The Impact of a Science Qualification Emphasising Scientific Literacy on Post-compulsory Science Participation: An analysis using national data’, International Journal of Science Education, 37.9 (2015), 1364-1380
    DOI: 10.1080/09500693.2015.1036151, Repository URL: http://eprints.whiterose.ac.uk/86584/

  • Ryder J, ‘Being professional: accountability and authority in teachers’ responses to science curriculum reform’, Studies in Science Education, 51.1 (2015), 87-120
    DOI: 10.1080/03057267.2014.1001629, Repository URL: http://eprints.whiterose.ac.uk/83555/

  • Homer M, Ryder J, Banner I, ‘Measuring determinants of post-compulsory participation in science: a comparative study using national data’, British Educational Research Journal, 40.4 (2014), 610-636
    DOI: 10.1002/berj.3106, Repository URL: http://eprints.whiterose.ac.uk/76190/

  • Ryder J, Banner I, Homer M, ‘Teachers' experiences of science curriculum reform’, School Science Review, 95.352 (2014), 126-130
    Repository URL: http://eprints.whiterose.ac.uk/83044/

  • Homer M, Ryder J, Donnelly J, ‘Sources of differential participation rates in school science: the impact of curriculum reform’, British Educational Research Journal, 39.2 (2013), 248-265
    DOI: 10.1080/01411926.2011.635783, Repository URL: http://eprints.whiterose.ac.uk/85151/

  • Ryder J, Banner I, ‘School teachers' experiences of science curriculum reform’, International Journal of Science Education, 35.3 (2013), 490-514

  • Banner I, Donnelly J, Ryder J, ‘Policy networks and boundary objects: Enacting curriculum reform in the absence of consensus’, Journal of Curriculum Studies, 44.5 (2012), 577-598
    DOI: 10.1080/00220272.2012.699558

  • Donnelly J, Ryder J, ‘Professor Phil Scott, BSc, MEd, PhD, FInstP OBITUARY’, STUDIES IN SCIENCE EDUCATION, 47.2 (2011), 119-121
    DOI: 10.1080/03057267.2011.611008

  • Ryder J, Banner, I., ‘Multiple aims in the development of a major reform of the national curriculum for science in England’, International Journal of Science Education, 33.5 (2011), 709-725
    DOI: 10.1080/09500693.2010.485282

  • Donnelly J, Ryder J, ‘The pursuit of humanity: Curriculum change in English school science’, History of Education, 40.3 (2011), 291-313

  • Homer M, Ryder J, Donnelly J, ‘The use of national datasets to baseline science education reform: exploring value-added approaches’, International Journal of Research and Method in Education, 34.3 (2011), 309-325
    DOI: 10.1080/1743727X.2011.609544, Repository URL: http://eprints.whiterose.ac.uk/75618/

  • Homer M, Ryder J, Donnelly J, ‘The use of national data sets to baseline science education reform: Exploring value-added approaches’, International Journal of Research and Method in Education, 34.3 (2011), 309-325

  • Banner I, Donnelly J, Homer M, Ryder J, ‘The impact of recent reforms in the key stage 4 science curriculum’, School Science Review, 92.339 (2010), 101-109

  • Guerra-Ramos, T., Ryder J, Leach, J, ‘Ideas about the nature of science in pedagogically relevant contexts: insights from a situated perspective of primary teachers´’, Science Education, 94.2 (2010), 282-307
    DOI: 10.1002/sce.20361

  • Ryder J, Leach, J, ‘Teaching about the epistemology of science in upper secondary schools: An analysis of teachers’ classroom talk’, Science and Education, 17 (2008), 289-315

  • Ryder J, ‘Teaching science for social justice’, BRIT J EDUC STUD, 52.4 (2004), 442-444

  • Paazt R, Ryder J, Schwedes H, Scott P, ‘A case study analysing the process of analogy-based learning in a teaching unit about simple electric circuits’, INT J SCI EDUC, 26.9 (2004), 1065-1081
    DOI: 10.1080/1488181032000158408

  • Paatz R, Ryder J, Schwedes H, Scott PH, ‘A case study analysing the process of analogy-based learning in a teaching unit about simple electricity’, International Journal of Science Education, 26.9 (2004), 1065-1081
    DOI: 10.1080/1468181032000158408

  • Scott PH, Lewis JM, Ryder J, ‘Editorship: School Science Review’, School Science Review, 85.313 (2004)

  • Leach JT, Hind AJ, Ryder J, ‘Designing and evaluating short teaching interventions about the epistemology of science in high school classrooms’, Science Education, 87.6 (2003), 831-848
    DOI: 10.1002/sce.10072

  • Ryder J, ‘School science education for citizenship: strategies for teaching about the epistemology of science’, J CURRICULUM STUD, 34.6 (2002), 637-658
    DOI: 10.1080/00220270210148434

  • Ryder J, ‘Of mutual benefit? Research projects in the undergraduate science course’, Exchange 2002, 17-18

  • Redfors A, Ryder J, ‘University physics students' use of models in explanations of phenomena involving interaction between metals and electromagnetic radiation’, INT J SCI EDUC, 23.12 (2001), 1283-1301

  • Ryder J, ‘Identifying science understanding for functional scientific literacy’, Studies in Science Education, 36 (2001), 1-44

  • Leach JT, Millar R, Ryder J, Sere MG, ‘Epistemological understanding in science learning: the consistency of representations across contexts’, Learning and Instruction, 10 (2000), 497-527

  • Ryder J, Leach JT, ‘Interpreting experimental data: the views of upper secondary school and university science students’, International Journal of Science Education, 22.10 (2000), 1069-1084

  • Ryder J, Leach JT, ‘University science students' experiences of investigative project work and their images of science’, International Journal of Science Education, 21.9 (1999), 945-956

  • Ryder J, Leach JT, Driver RH, ‘Undergraduate Science Students’ Images of Science’, Journal of Research in Science Teaching, 36.2 (1999), 201-219

  • Ryder J, Leach JT, ‘Enseigner les pratiques effectives de la science: expériences d’étudiants en projet de recherche de licence’, Didaskalia, 12 (1998), 39-61

  • Kee TP, Ryder J, ‘Developing critical communication skills in undergraduates through chemistry’, University Chemistry Education, 1 (1997), 1-4

  • Leach JT, Ryder J, ‘Learning what it means to be a biochemist: case study of a tutorial on glycolysis’, Biochemical Education, 24 (1996), 21-25


  • Ryder J, ‘The role of education policy in the experience of teaching: A sociocultural perspective’, in Honorary Doctors at the Faculty of Educational Sciences 2011-2017, ed. by Nihlfors E, Acta Universitatis Upsaliensis (Uppsala University, 2017), 167-179
    Repository URL: http://eprints.whiterose.ac.uk/118681/

  • Ryder J, Ulriksen L, Bøe MV, ‘Understanding student participation and choice in science and technology education: The contribution of IRIS’, in Understanding Student Participation and Choice in Science and Technology Education ([n.pub.], 2015), 351-366
    DOI: 10.1007/978-94-007-7793-4_21, Repository URL: http://eprints.whiterose.ac.uk/87556/

  • Ametller J, Ryder J, ‘The impact of science curriculum content on students' subject choices in post-compulsory schooling’, in Understanding student participation and choice in science and technology education, ed. by Henriksen E, Dillon J and Ryder J (Dordrecht: Springer Netherlands, 2015), 103-118
    DOI: 10.1007/978-94-007-7793-4_7, Repository URL: http://eprints.whiterose.ac.uk/87555/

  • Banner I, Ryder J, ‘The impact of context-led curriculum on different students' experiences of school science’, in Topics and trends in current science education, ed. by Brugiere C, Tiberghien A and Clement P ([n.pub.], 2014), 369-383

  • Ryder J, ‘Enhancing Engagement with Science-Related Issues: The role of Students’ Understandings about the Nature of Science’, in International Handbook on Research and Development in Technology Education, ed. by Hodson D (Sense Publishers, 2009)

  • Ryder J, ‘La conception de controverses sur la nocivite des telephones’, in Education aux technosciences: le cas des controverses sur la telephonie mobile (ENFA, Toulouse, 2006)

  • Ryder J, Hind AJ, Leach JT, ‘Teaching about the epistemology of science in schoolscience classroom: Case studies of teachers' experiences’, in Research and the Quality of Science Education, ed. by Boersma K and others (Dordrecht: Kluwer Academic Publishers, 2005), pp.xx

  • Ryder J, ‘The place of 'knowledge about science' in science education’, in Proceedings of the Finnish Mathematics and Science Education Research Association ([n.pub.], 2003)

  • Ryder J, ‘Data interpretation activities and students' views of the epistemology of science during a university earth sciences field study course’, in Teaching and learning in the science laboratory, ed. by Psillos, Niederrer D and H (Kluwer Academic Publishers, 2002), 151-162

Conference Papers

Presentations (conferences/workshops etc.)

  • Homer MS, Ryder J, ‘Developing scientific literacy and supporting post-compulsory science participation: a comparative analysis using national data’ NARST, Chicago, Chicago, USA, 10/04/2015 - 14/04/2015

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