Prof Doug Newton
After teaching in school, Doug Newton became a Lecturer, Senior Lecturer, Reader and Professor at Newcastle University where he trained teachers, taught higher degree courses and was Director of the Doctorate in Education course, founded the Teaching and Learning journal and established the Collection of Historical Science Textbooks. Professor Newton now teaches and researches at Durham University, where he mentors early-career researchers, teaches on higher degree courses, and trains teachers, mainly in Science and Technology Education. His research largely centred on Teaching with Text, Effective Communication, Teaching for Understanding, Creativity in the Classroom, Engagement in Learning, Fostering Productive Thought, and Peer Review. He has, however, had a long-standing interest in the interaction of thinking and feeling and how moods and emotions affect purposeful thought. While moods and emotions shape the thinking of all of us; for some, this interaction can be the most powerful determinant of academic success (and failure). His most recent book, Thinking with Feeling (London, Routledge) has been described as a Copernican change in the way the educational process is conceptualised. Professor Newton also has a strong interest in mentoring lecturers in HE and works in various parts of the University promoting and fostering scholarly activity. In this capacity, he has contributed to the University's resources for mentor development. This mentoring work has been described as a 'model of good practice'.
Professor Newton's interests are not confined to Education. For example, he has published research in the European Journal of Archaeology on using found coins as indicators of coins in circulation. He has also engaged in medical education research (health informatics and diabetes education) and he invented and patented a medical device, the Uflow meter, now produced by MDTi and available worldwide.
Prizes and awards include The Mark Wright Prize, The Guinness Award for Science Education, and the Esmée Fairbairn Partnership Trust Commendation for Teacher Training. Professor Newton is also a Senior Fellow of the Higher Education Academy. He is a member of the University's Durham Commission reporting on creativity across all subjects, including those in Higher Education.
Information for prospective doctoral research student supervisions
Professor Newton has a variety of doctorate students working on areas, such as, science education; teaching for understanding; creativity and creative thinking; engagement in learning and the interaction of emotions and learning. Some are listed below.
School of Education
School of Education
- Durham Commission on Creativity
- Notions of Creative Thinking in Higher Education in Different Disciplines
- Cognitive Engagement in Learning and Productive Thought
- Moods, emotions, thinking and learning
- Peer Review
- Science and Technology Education
Indicators of Esteem
- Best publications:
Newton, D.P. (2016). In Two Minds: The interaction of moods, emotions and purposeful thought in formal education. Ulm, Germany: International Centre for Innovation in Education (ICIE).
Newton, D.P. (2014). Thinking with Feeling: Fostering productive thought in the classroom. London New York: Routledge.
- Citations for research literature: His publications have been cited frequently and positively in the research literature. For example, relating to work on children's perceptions, see citations in International Journal of Science Education, 17(6), 755-774 (an Australian author), and on using analogies to support learning, see International Journal of Science Education, 25(6), 697-715. The articles have also been developed by invitation for publication in collected works (e.g. work on teachers' lack of support for understanding in Progress in Educational Research, Vol. 6, Nova Science Publishers Inc., New York, pp. 139-154, (ISBN 1 59033 321 7)
- Invention: Inventor of UFlow Meter - a portable, accurate and reliable gauge for the detection of lower urinary tract symptoms (LUTS)
- Policy and Practice: His work continues to bear upon policy and practice, as exemplified by, for instance, its lengthy reproduction in books for taining teachers (Reflective Readers: Primary Science, Learning Matters, Exeter, 2005, 15-17; The Teaching of Science in Primary Schools, Harlen, W. & Qualter, A. 2004, David Fulton, London, 278-279) and in articles in the professional literature (e.g. School Science Review, 300, 71-83) and material in science teaching schemes (e.g. Bath Primary Science). I was also invited by the Treasury to give an address on the methodology of assessing learning (2003).
- Translation into other languages: For example, work on Teaching for Understanding was translated into Swedish at the request of educationalists in Sweden: Newton, D.P. (2003) Undervisa för förstäelse: Vad det är och hur man gör det, Lund, Studentlitteratur, 91 44 02347 2, 256pp
- Newton, D.P. (2014). Thinking with Feeling: Fostering productive thought in the classroom. London New York: Routledge.
- Newton, D.P. (2012). Teaching for Understanding: What it is and how to do it. Abingdon, Oxon: Routledge.
- Newton, D.P. (2008). A Practical Guide to Teaching Science in the Secondary School. Routledge.
Chapter in book
- Newton, D. (2018). Emotions: Can’t think with them, can’t think without them. In Theory of Teaching Thinking: International Perspectives. Kerslake, L. & Wegerif, R. Abingdon, Oxon: Routledge. 26-40.
- Newton, D.P. (2016). Causal Understanding: Is it only a matter of intellect?. In Understanding Understanding: Theory and Practice. Harpaz, Y. Tel Aviv: Moffet.
- Newton, D.P. (2016). Students’ academic emotions, their effects and some suggestions for teaching practices. In Widening Participation, Higher Education and Non-Traditional Students. C.A. MarshalL, S.J. Nolan & D.P. Newton London, Palgrave Macmillan. 165-178.
- Newton, D.P. (2015). There’s more to thinking than the intellect. In The Routledge International Handbook of Research on Teaching Thinking. Wegerif, R., Li, L. & Kaufman, J.C. Abingdon, Oxon: Routledge. 58-68.
- Newton, D.P. (2012). Creativity and problem solving: An overview. In Creativity for a New Curriculum. Newton, L.D. Routledge. 7-18.
- Newton, D.P., Donkin, H., Kokotsaki, D. & Newton, L.D. (2012). Creativity in Art and Music. In Creativity for a New Curriculum: 5-11. Newton, L.D. Routledge. 62-79.
- Newton, D.P. (2012). Recognizing creativity. In Creativity for a New Curriculum. Newton, L.D. Routledge. 108-119.
- Newton, L.D. & Newton, D.P. (2008). A problem-based approach to training elementary teachers to plan science lessons. In Teachers and Teaching: Strategies, Innovations and Problem Solving. Ollington, G.F. Nova Science Publishers. 54-74.
- Mathias, J. & Newton, D.P. (2016), Deep and shallow approaches to learning mathematics are not mutually exclusive, in Adams, G. eds, Proceedings of the British Society for Research into Learning Mathematics 36: Conference of the British Society for Research into Learning Mathematics. Loughborough, BSRLM (British Society for Research into Learning Mathematics), 46-54.
- Newton, L.D. & Newton, D.P. (2009), Conceptions of Creativity in Elementary School Science, Excellence in Educatin 2008: Future Minds and Creativity. Paris, Descartes, Paris.
- Marshall, C.A., Nolan, S.J. & Newton, D.P. (2016). Widening Participation, Higher Education and Non-Traditional Students. London, Palgrave Macmillan.
- Newton, D. & Newton, L. (2019). Humanoid robots as teachers and a proposed code of practice. Frontiers in Education 4: 125.
- Newton, P. & Newton, L. (2019). When Robots Teach: Towards a Code of Practice. Research Journal / Journal de recherches 5: 80-86.
- Newton, D. P., Newton, L.D. & Abrams, P. (2018). A study of children’s classroom questions in relation to elementary science teaching. International Journal for Talent Development and Creativity 6(1-2): 39-50.
- Newton, D. (2018). Profiles of Creativity. International Journal for Talent Development and Creativity 6(1-2): 211-220.
- Davies, L. Newton, D.P. & Newton, L. (2018). Teachers’ pedagogies and strategies of engagement. International Journal for Talent Development and Creativity 6(1-2): 169-180.
- Newton, D.P. (2017). Choosing for Yourself: A pragmatic framework for developing competence in young people’s personal decision-making. Archives of Psychology 1(2): 16.
- Davies, L., Newton, D. & Newton, L. (2017). Creativity as a Twenty-First-Century Competence: An Exploratory Study of Provision and Reality. Education 3-13 46(7): 879-891.
- Ferrari, D., Kokotsaki, D., Newton, D.P. & Newton, L.D. (2017). How can the understanding of analysis of sonata form movements be deepened by the use of graphic representation?. The Journal of Music and Meaning 14: 1-20.
- Parton, A., Newton, D. P. & Newton, L. (2017). The implementation of object-centred learning through the visual arts: Engaging students in creative, problem-based learning. The International Journal for Education through Art 13(2): 147-162.
- Moreton, I.S., Newton, D.P., Newton, L.D. & Mathias, J. (2017). The Selection of Potential Undergraduate Students who Lack Customary Academic Qualifications: is a toolkit possible?. Widening Participation and Lifelong Learning 19(3): 64-84.
- Kokotsaki, D. & Newton, D.P. (2015). Recognizing creativity in the music classroom. International Journal of Music Education 33(4): 491-508.
- Newton, L.D. & Newton, D.P. (2014). Creativity in 21st Century Education. PROSPECTS: Quarterly Review of Comparative Education 44(4): 575-589.
- Newton, D.P. (2014). The Elephant in the classroom. Journal de Recherches 2: 31-45.
- Newton, D.P. (2014). The intellect is not everything: The interaction of thinking and feeling. Education Today 64(4): 27-31.
- Newton, D.P. (2013). הבנה רגשות ומצבי רוח (Causal understanding: Intellect or emotion?). הד החינוך Hed ha-Hinnuk (Educational Echoes) 88(1): 42-47.
- Mathias, J., Bruce, M. & Newton, D.P. (2013). Challenging the Western stereotype: Do Chinese International Foundation students learn by rote?. Research in Post-Compulsory Education 18(3): 221-238.
- Newton, D.P. (2013). Moods, emotions and creative thinking: A framework for teaching. Thinking Skills & Creativity 8: 34-44.
- Newton, D.P. & Newton, L.D. (2011). Engaging science: pre-service primary school teachers' notions of engaging science lessons. International Journal of Science & Mathematics Education 9(2): 327-345.
- Newton, D.P. & Donkin, H. (2011). Some notions of artistic creativity amongst history of art students acquired through incidental learning. International Journal of Education through Art 7(3): 283-298.
- Newton, D.P. (2010). Assessing the creativity of scientific explanations in elementary science: an insider-outsider view of intuitive assessment in the hypothesis space. Research in Science & Technological Education 28(3): 187-201.
- Newton, L.D. & Newton, D.P. (2010). Creative Thinking and Teaching for Creativity in Elementary School Science. Gifted and Talented International 25(2): 111-124.
- Bolden, D.S., Harries, A.V. & Newton, D.P. (2010). Pre-service primary teachers’ conceptions of creativity in mathematics. Educational Studies in Mathematics 73(2): 143-157.
- Newton, D.P. (2010). Quality and Peer Review of Research: An Adjudicating Role for Editors. Accountability in Research 17(3): 130-145.
- Blake, A., Edwards, G., Newton, D.P. & Newton, L.D. (2010). Some student teachers' conceptions of creativity in primary school history. International Journal of Historical Learning, Teaching and Research 9(2): 15-24.
- Newton, D.P. & Newton, L.D. (2010). What teachers see as creative incidents in elementary science lessons. International Journal of Science Education 32(15): 1989-2005
- Newton, L.D. & Newton, D.P. (2009). A Procedure for Assessing Textbook Support for Reasoned Thinking. The Asia-Pacific Education Researcher 18(1): 109-115.
- Newton, D.P. & Newton, L.D. (2009). Knowledge development at the time of use: a problem-based approach to lesson planning in primary teacher training in a low knowledge, low skill context. Educational Studies 35(3): 311-321.
- Newton, D.P. & Newton, L.D. (2009). Some student teachers' conceptions of creativity in school science. Research in Science & Technological Education 27(1): 45-60.
- Newton, D.P. (2016). In Two Minds: The interaction of moods, emotions and purposeful thought in formal education. Ulm, Germany: International Centre for Innovation in Education (ICIE).
- Higgins, S., Baumfield, V., Newton, D. & Elliott, J. (2009). Developing effective multimedia instruction for expert learners. American Journal of Psychology 567-569.
- Newton, Douglas (2017), Purposeful thought in the classroom: Do emotions matter?, 15th International Conference on Excellence, Creativity, and Innovation in Basic-Higher Education and Psychology 3-5 July 2017. International Centre for Innovation in Education (ICIE), Lisbon, Portugal.
- Newton, L.D. & Newton, D.P. (2009). A problem based learning approach to developing lesson planning skills in primary science. London, Teacher Development Agency.