Staff profile

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.

Completed Supervisions

Engaging Children in Question Asking for Problem Finding to Encourage Creative Thinking in Primary School Science Teaching.

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.

• Creativity
• Cognitive Engagement in Learning and Productive Thought
• Science and Technology Education
• Peer Review
• Moods, emotions, thinking and learning

• Durham Commission on Creativity
• Notions of Creative Thinking in Higher Education in Different Disciplines

• 0000: 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.

• 0000: 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)
• 0000: Invention: Inventor of UFlow Meter - a portable, accurate and reliable gauge for the detection of lower urinary tract symptoms (LUTS)
• 0000: 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).
• 0000: 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

Authored book

• Newton, L.D. & Newton, D.P. (2018). Making Purposeful Thought Productive. ICIE, International Centre for Innovation in Education.
• 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.
• Newton, D.P. (2005). Teaching Design and Technology. London: Sage.
• Moseley, D., Baumfield, V., Elliott, J., Gregson, M., Higgins, S., Miller, J. & Newton, D.P. (2005). Frameworks for thinking: a handbook for teaching and learning. Cambridge: Cambridge University Press.
• Newton, D.P. (2003). Teaching Science Concepts. Leamington Spa: Scholastic.
• Newton, D.P. (2003). Undervisa för förstäelse: Vad det är och hur man gör det = Teaching for Understanding: What it is and how to do it. Lund: Studentlitteratur.
• Newton, D.P. (2002). Talking Sense in Science. London: Routledge/Falmer.

Chapter in book

• Newton, Doug (Published). Creative Teaching in a Changing World. In The Future of Education. Harpaz, Y. & Horwitz, E. Jerusalem: Branco Weiss Institute & Kineret Zmova Dvir. 218-229.
• 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). Recognizing creativity. In Creativity for a New Curriculum. Newton, L.D. Routledge. 108-119.
• 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). Creativity and problem solving: An overview. In Creativity for a New Curriculum. Newton, L.D. Routledge. 7-18.
• 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.
• Newton, D.P. & Sambell, F. (2005). The Physical World. In Meeting the Standards in Secondary Science. Newton, L.D. London: RoutledgeFalmer. 80-121.
• Newton, D.P. (2005). Motivating students in science. In Meeting the Standards in Secondary Science. Newton, L.D. London: Routledge/Falmer. 164-173.
• Newton, D.P. (2002). There's more to communication than just words. In Aspects of Teaching Secondary Science: Perspectives on Practice. Amos, S.J. & Boohan, R. London: RoutledgeFalmer. 199-210.
• Newton, D.P. (2002). Helping children to understand. In Teaching for Understanding across the Primary Curriculum. Newton, L.D. Clevedon: Multilingual Matters. 3-11.
• D.P. Newton, L.D. Newton, A. Blake & K. Brown (2002). Is understanding a priority in elementary science teaching? In Progress in Educational Research. Nova Science. 6: 139-154.

Conference Paper

• 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.
• Pridgeon, S., Harding, C., Newton, D.P. & Pickard, R. (2005), Validity and Reliability of a simple Home Uroflow Device for Repeated Flow Rate Measurement, International Urology Conference. Toronto.
• D. Newton (2005), Understanding Science: Is there just one road up the mountain?, BERA Annual Conference.
• Heller, S., Amiel, S., Beveridge, S., Bradley, C., Gianfransesco, C., James, P., McKeown, N., Newton, D.P., Newton, L.D., Oliver, L., Reid, H., Roberts, S.H., Robson, S., Rollingson, J., Scott, V., Speight, J., Taylor, C., Thompson, G. & Wright, F. (2002), The end of the diabetic diet in Type 1 diabetes, Diabetes UK Annual Professional Conference.
• Roberts, S., Amiel, S., Beveridge, S., Bradley, C., Gianfransesco, C., Heller, J.P., Oliver, L.S., McKeown, N., Newton, D.P., Newton, L.D., Robson, S., Rollingson, J., Reid, H., Scott, V., Speight, J., Taylor, C., Thompson, G., Turner, E. & Wright, F. (2001), Changing the way people manage Type 1 Diabetes, Annual Professional Meeting of Diabetes UK: Hot Topics. Glasgow, Glasgow.

Edited book

• Marshall, C.A., Nolan, S.J. & Newton, D.P. (2016). Widening Participation, Higher Education and Non-Traditional Students. London, Palgrave Macmillan.

Journal Article

• Newton, D.P., Wang, Y. & Newton, L. (2022). ‘Allowing them to dream’ fostering creativity in mathematics undergraduates. Journal of Further and Higher Education 46(10): 1334-1346.
• Rees, S. W. & Newton D. P. (2021). The Creative Sciences. School Science Review 382: 57-62.
• Rees, S.W., Kind, V. & Newton, D. (2021). The development of chemical language usage by “non-traditional” students: the interlanguage analogy. Research in Science Education 51(2): 419-438.
• Newton, D.P. & Newton, L.D. (2020). Fostering creative thinking in a digital world. The International Journal of Talent Development and Creativity 8(1 & 2): 19-28.
• Newton, P. & Newton, L. (2019). When Robots Teach: Towards a Code of Practice. Research Journal / Journal de recherches 5: 80-86.
• Newton, D. & Newton, L. (2019). Humanoid robots as teachers and a proposed code of practice. Frontiers in Education 4: 125.
• Rees, S.W., Kind, V. & Newton, D. (2019). Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education. Israel Journal of Chemistry 58(6-7): 470-477.
• Rees, S.W., Kind, V. & Newton, D. (2018). Can language focussed activities improve understanding of chemical language in non-traditional students? Chemistry Education Research and Practice 19(3): 755-766.
• 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. (2018). Profiles of Creativity. International Journal for Talent Development and Creativity 6(1-2): 211-220.
• 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.P. (2017). Choosing for Yourself: A pragmatic framework for developing competence in young people’s personal decision-making. Archives of Psychology 1(2): 16.
• 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.
• 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 of Education through Art 13(2): 147-162.
• 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). Moods, emotions and creative thinking: A framework for teaching. Thinking Skills & Creativity 8: 34-44.
• 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. & 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.
• 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). 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.
• Newton, D.P. (2010). Quality and Peer Review of Research: An Adjudicating Role for Editors. Accountability in Research 17(3): 130-145.
• 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
• 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, 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). Some student teachers' conceptions of creativity in school science. Research in Science & Technological Education 27(1): 45-60.
• 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.
• Pridgeon, S., Harding, C., Newton, D. & Pickard, R. (2007). Clinical evaluation of a simple uroflowmeter for categorization of maximum urinary flow rate. Indian Journal of Urology 23(2): 114-118.
• Newton, L.D. & Newton, D.P. (2007). Can RE textbooks help you teach for understanding the primary school? REtoday 25(1).
• Newton, D.P. & Newton, L.D. (2007). An analysis of primary technology textbooks: can they support cause and purpose explanations? Research in Science and Technological Education 25(2): 199-210.
• Newton, L.D. & Newton, D.P. (2006). To what extent can children's geography books help a primary school teacher explain cause and purpose? International Research in Geographical and Environmental Education 15(1): 29-40.
• Newton, L.D. & Newton, D.P. (2006). Could elementary textbooks serve as models of practice to help new teachers and non-specialists attend to reasoning in music? Music Education Research 8(1): 3-16.
• Newton, L.D. & Newton, D.P. (2006). Can explanations in children's books help teachers foster reason-based understandings in religious education in primary schools? British Journal of Religious Education 28(3): 225-234.
• Newton, D.P. & Newton, L.D. (2006). Could elementary mathematics textbooks help give attention to reasons in the classroom? Educational Studies in Mathematics
• Newton, L.D. & Newton, D.P. (2005). Can elementary textbooks help teachers teach Physical Education for understanding? International Journal of Physical Education 42(1): 26-35.
• Lynn D. Newton & Douglas P. Newton (2005). Thinking about Art: Could Elementary Textbooks Serve as Models of Practice to Help New Teachers and Non Specialists Support Reasoning in Art? The International Journal of Art & Design Education 24(3): 315-324.
• Blake, A., Newton, L.D., Newton, D.P. & Brown, K. (2003). Do primary history books show a concern for explanatory understanding? Westminster Studies in Education 26(2): 149-159.
• Newton, D.P. (2003). A Roman problem. Junior Education 27-28.
• Shaw, I., Newton, D.P., Aitkin, M. & Darnell, R. (2003). Do OFSTED inspections of secondary schools make a difference to GCSE results? British Educational Research Journal 29(1): 63-75.
• Blake, A., Newton, L.D., Newton, D.P. & Brown, K. (2003). But why did Guy Fawkes try to blow up the king, Miss? Primary History 34: 11-14.
• Newton, D.P. (2003). Ofsted doesn't work. Managing Schools Today 16-18.
• Newton, D.P. (2002). What Science can do for PSHE. Primary Maths and Science 47: 44-45.
• Roberts, S., Amiel, S., Beveridge, S., Bradley, C., Gianfransesco, C., Heller, S., James, P., Mckeown, N., Newton, D.P., Newton, L.D., Oliver, L., Reid, H., Robson, S., Rollingson, J., Scott, V., Speight, J., Taylor, C., Thompson, G., Turner, E. & Wright, F. (2002). Training in flexible, intensive insulin management to enable dietary freedom in people with type 1 diabetes: dose adjustement for nomrmal eating (DAFNE) randomised controlled trial. British Medical Journal 325: 746-752.
• Newton, D.P. (2002). Get the picture. Literacy and Learning 25: 13-15.
• Blake, A. & Newton, D.P. (2002). Some lesson's from children's ideas about what it is like inside the Earth. Teachers and Curriculum Special Conference Edition: 6-9.
• Newton, L.D., Newton, D.P. & Blake, A. (2002). Understanding in primary school science teaching. Investigating Australian primary science journal 18(1): 11-13.
• Newton, D.P. (2002). Personal, Social and Health Education: what can science do? Primary Maths and Science 46: 39.
• Newton, D.P. (2002). Are you still sitting comfortably? Primary Maths and Science 46: 40-41.
• Shaw, I., Newton, D.P., Darnell, R. & Aitkin, M. (2002). Ofsted inspection and school improvement: to what edxtent does inspection improve examination performance in the comprehensive school? Studies in Teaching and Learning 3: 2-7.
• Newton, D.P., Newton, L.D. & Blake, A. (2002). Do primary science books for children show a concern for explanatory understanding? Research in science & Technological Education 20: 227-240.
• Newton, D.P., Shaw, I., Darnell, R. & Aitkin, M. (2001). Ofsted inspection and school improvement: to what extent does inspection improve examination performance in the comprehensive school? Forum 43(3): 124-126.
• Newton, D.P. (2001). Helping children to understand. Evaluation and REsearch in Education 15(3): 119-127.
• Newton, D.P. & Newton, L.D. (2001). Subject content knowledge and some teacher talk in the primary science classroom. European Journal of Teacher Education 24(3): 369-379.
• Douglas P. Newton & Lynn D. Newton (2001). Choosing and judging teachers: What Heads and student teachers think matters. Research in Education 66(November): 54-64.
• D.P. Newton & L.D. Newton (2001). What primary school student-teachers and head teachers think matters when choosing and judging a teacher. Research in Education 66: 54-64.

Monograph

• 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).

Other (Print)

• Higgins, S., Baumfield, V., Newton, D. & Elliott, J. (2009). Developing effective multimedia instruction for expert learners. American Journal of Psychology 567-569.

Presentation

• 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.

Report

• Newton, L.D. & Newton, D.P. (2009). A problem based learning approach to developing lesson planning skills in primary science. London, Teacher Development Agency.
• Newton, L.D., Newton, D.P. & Sambell, F. (2006). How to Assess Structured Diabetes Education: An improvement toolkit for commissioners and local diabetes communities. Joint Department of Health, National Diabetes Support Team and Diabetes UK initiative.
• Newton, D.P. & Newton, L.D. (2005). Reviewing Education Courses on The Self Management of Diabetes. Research Study for Diabetes UK and the NHS.
• Baumfield, V., Lin, M., Higgins, S., Miller, J., Moseley, D., Newton, D.P., Robson, D., Elliott, J. & Gregson, M. (2003). Thinking Skills Frameworks for Post-16 Learners: an Evaluation. Research Report to LDSA.
• Newton, L.D., Newton, D.P. & Sambell, F. (2001). Training the Trainers: a report on the DAFNE Project.