2024-03-29T08:35:23Zhttp://uobrep.openrepository.com/oai/requestoai:uobrep.openrepository.com:10547/2245292012-07-16T12:27:41Zcom_10547_131884col_10547_132181
Burton, Neil
Brundrett, Mark
Jones, Marion
2012-05-18T09:31:53Z
2012-05-18T09:31:53Z
2008
Burton, N., Brundett, M. & Jones, M. (2008) Doing your education research project. London: Sage
9781412947558
http://hdl.handle.net/10547/224529
en
Sage
Doing your education research project
Book
oai:uobrep.openrepository.com:10547/2245302012-07-16T12:28:49Zcom_10547_131884col_10547_132181
Schneider, A.
Burton, Neil
2012-05-18T09:34:56Z
2012-05-18T09:34:56Z
2008
Schneider, A. & Burton, N. (2008) 'Personal intelligences: The fourth pillar of school principalship?', Management in Education 22(4) pp.22-30
0892-0206
10.1177/0892020608093263
http://hdl.handle.net/10547/224530
Management in Education
en
http://mie.sagepub.com/cgi/doi/10.1177/0892020608093263
Archived with thanks to Management in Education
Personal intelligences: the fourth pillar of school principalship?
Article
oai:uobrep.openrepository.com:10547/2245522012-07-16T12:31:17Zcom_10547_131884col_10547_132181
Burton, Neil
2012-05-18T09:48:18Z
2012-05-18T09:48:18Z
2010
Burton, N. (2010) 'Where did the science go? Disappeared or dissolved?' Education 3-13, 38(4) pp.369-379
0300-4279
1475-7575
10.1080/03004270903519220
http://hdl.handle.net/10547/224552
Education 3-13
http://www.tandfonline.com/doi/abs/10.1080/03004270903519220
Archived with thanks to Education 3-13
Where did the science go? Disappeared or dissolved?
Article
oai:uobrep.openrepository.com:10547/2245512012-07-16T12:30:01Zcom_10547_131884col_10547_132181
Dickson, Esther
Burton, Neil
2012-05-18T09:43:58Z
2012-05-18T09:43:58Z
2011
Dickson, E. & Burton, N. (2011) '‘You looking at me?’: investigating 9 and 13 year-olds' ability to encode and decode nonverbal communication and demonstrate ‘emotional literacy’, Education 3-13, 39(3) pp.265-276
0300-4279
1475-7575
10.1080/03004270903505062
http://hdl.handle.net/10547/224551
Education 3-13
en
http://www.tandfonline.com/doi/abs/10.1080/03004270903505062
Archived with thanks to Education 3-13
‘You looking at me?’: investigating 9 and 13 year-olds' ability to encode and decode nonverbal communication and demonstrate ‘emotional literacy’
Article
oai:uobrep.openrepository.com:10547/2246562017-10-16T12:03:11Zcom_10547_131884col_10547_132181
Mistry, Malini Tina
Sood, Krishan
2012-05-18T14:18:36Z
2012-05-18T14:18:36Z
2010
Mistry, M. & Sood, K. (2010) 'English as an Additional Language: assumptions and challenges', Management in Education, 24(3) pp.111-114
0892-0206
1741-9883
10.1177/0892020608090404
http://hdl.handle.net/10547/224656
Management in Education
http://mie.sagepub.com/cgi/doi/10.1177/0892020608090404
English as an Additional Language
paraprofessionals
cultural attitudes
diversity
English as an Additional Language: assumptions and challenges
Article
oai:uobrep.openrepository.com:10547/2246582017-10-16T12:00:43Zcom_10547_131884col_10547_132181
Mistry, Malini Tina
Sood, Krishan
2012-05-18T14:31:15Z
2012-05-18T14:31:15Z
2012
Mistry, M. & Sood, K. (2012) 'Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England', Management in Education, 26(1) pp.28-37
0892-0206
1741-9883
10.1177/0892020611427068
http://hdl.handle.net/10547/224658
Management in Education
en
http://mie.sagepub.com/cgi/doi/10.1177/0892020611427068
Early Years and leadership
Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England
Article
oai:uobrep.openrepository.com:10547/2246342017-10-16T12:01:51Zcom_10547_131884col_10547_132181
Mistry, Malini Tina
Sood, Krishan
2012-05-18T14:37:18Z
2012-05-18T14:37:18Z
2011
Mistry, M. & Sood, K. (2011) 'Rethinking educational leadership to transform pedagogical practice to help improve the attainment of minority ethnic pupils: the need for leadership dialogue', Management in Education, 25(3) pp.25-130
0892-0206
1741-9883
10.1177/0892020611401772
http://hdl.handle.net/10547/224634
Management in Education
en
http://mie.sagepub.com/cgi/doi/10.1177/0892020611401772
leaders
English as an Additional Language
minority ethnic pupils
attainment
good practice
Rethinking educational leadership to transform pedagogical practice to help improve the attainment of minority ethnic pupils: the need for leadership dialogue
Article
oai:uobrep.openrepository.com:10547/2246552017-10-16T11:59:39Zcom_10547_131884col_10547_132181
Grant, Katrina
Mistry, Malini Tina
2012-05-18T14:13:02Z
2012-05-18T14:13:02Z
2012-05-18
Grant, K. & Mistry, M. (2010) 'How does the use of role-play affect the learning of Year 4 children in a predominately EAL class?', Education 3-13, 38(2) pp.55-164
0300-4279
1475-7575
10.1080/03004270903130796
http://hdl.handle.net/10547/224655
Education 3-13
en
http://www.tandfonline.com/doi/abs/10.1080/03004270903130796
How does the use of role-play affect the learning of Year 4 children in a predominately EAL class?
Article
oai:uobrep.openrepository.com:10547/2246592017-10-16T12:01:14Zcom_10547_131884col_10547_132181
Mistry, Malini Tina
Sood, Krishan
2012-05-18T14:41:31Z
2012-05-18T14:41:31Z
2011
Mistry, M. & Sood, K. (2012) 'Raising standards for pupils who have English as an Additional Language (EAL) through monitoring and evaluation of provision in primary schools', Education 3-13, 40(3) pp.281-293
0300-4279
1475-7575
10.1080/03004279.2010.523434
http://hdl.handle.net/10547/224659
Education 3-13
en
http://www.tandfonline.com/doi/abs/10.1080/03004279.2010.523434
English as an Additional Language
monitoring
evaluating
Raising standards for pupils who have English as an Additional Language (EAL) through monitoring and evaluation of provision in primary schools
Article
oai:uobrep.openrepository.com:10547/2246352017-10-16T12:00:08Zcom_10547_131884col_10547_132181
Mistry, Malini Tina
Sood, Krishan
2012-05-18T14:45:01Z
2012-05-18T14:45:01Z
2012
Mistry, M. & Sood, K. (2012) 'How are leaders integrating the ideology of globalisation in primary school contexts?' Education 3-13 iFirst
0300-4279
1475-7575
10.1080/03004279.2011.609178
http://hdl.handle.net/10547/224635
Education 3-13
en
http://www.tandfonline.com/doi/abs/10.1080/03004279.2011.609178
English as an Additional Language
leadership
globalisation
How are leaders integrating the ideology of globalisation in primary school contexts?
Article
oai:uobrep.openrepository.com:10547/2253122012-07-16T12:55:54Zcom_10547_131884col_10547_132181
Gardner, Paul
Rix, Chris
2012-05-22T14:22:04Z
2012-05-22T14:22:04Z
2012
Gardner, P. & Rix, C. (2012) 'Learning trajectories of primary student teachers; a cross-cultural comparison'. Journal of Social Sciences, 8(2) pp.135-142
1549-3652
http://hdl.handle.net/10547/225312
Journal of Social Sciences
en
http://thescipub.com/abstract/10.3844/jssp.2012.135.142
Learning trajectories of primary student teachers; a cross-cultural comparison.
Article
oai:uobrep.openrepository.com:10547/2253022017-04-08T09:30:26Zcom_10547_131884col_10547_132181
Gardner, Paul
Queens Park Lower School
The Bedford Charity (Harpur Trust)
2012-05-22T14:48:55Z
2012-05-22T14:48:55Z
2011-02
Gardner, P. (2011) The reluctant writer in the primary classroom: an investigation of mind mapping and other pre-writing strategies to overcome reluctance. Bedford: The Bedford Charity (Harpur Trust)
http://hdl.handle.net/10547/225302
en
The Bedford Charity (Harpur Trust)
http://www.harpurtrust.org.uk/wp-content/uploads/2015/11/The-Reluctant-Writer-in-the-Primary-Classroom.pdf
writing
primary education
The reluctant writer in the primary classroom: an investigation of mind mapping and other pre-writing strategies to overcome reluctance
Other
oai:uobrep.openrepository.com:10547/2259712012-05-25T11:21:36Zcom_10547_131884col_10547_132181
Gardner, Paul
2012-05-25T10:21:36Z
2012-05-25T10:21:36Z
2010
Gardner, Paul. (2010) Creative English, creative curriculum: new perspectives for key stage 2. London: Routledge
9780415466851
http://hdl.handle.net/10547/225971
en
Routledge
http://library.beds.ac.uk/record=b1444967~S20
Creative English, creative curriculum: new perspectives for key stage 2
Book
oai:uobrep.openrepository.com:10547/2260142012-07-17T14:08:22Zcom_10547_131884col_10547_132181
Wallis, Jill
Foulkes, Pat
2012-05-25T13:29:49Z
2012-05-25T13:29:49Z
2010
Foulkes, P. & Wallis, J. (2010), Managing the contribution of support staff to cross-curricular learning. in Kerry, T. (ed.) Cross-curricular teaching in the primary school: planning and facilitating imaginative lessons, London: Routledge. pp.95-105.
9780415565561
http://hdl.handle.net/10547/226014
en
Routledge
http://library.beds.ac.uk/record=b1463747~S20
Managing the contribution of support staff to cross-curricular learning
in Cross-curricular teaching in the primary school: planning and facilitating imaginative lessons
Book chapter
oai:uobrep.openrepository.com:10547/2358122012-08-06T10:51:42Zcom_10547_131884col_10547_132181col_10547_132181
Gardner, Paul
2012-07-25T20:49:08Z
2012-07-25T20:49:08Z
2012
Gardner, P. (2012) 'Paradigms and Pedagogy: revisiting D’Arcy’s critique of the teaching and the assessment of writing', English in Education, 46(2) pp.135–154
04250494
10.1111/j.1754-8845.2012.01123.x
http://hdl.handle.net/10547/235812
English in Education
en
http://doi.wiley.com/10.1111/j.1754-8845.2012.01123.x
Archived with thanks to English in Education
Assessment of Pupil Progress
writing
teaching
assessment
assessment criteria
Paradigms and pedagogy: revisiting D’Arcy’s critique of the teaching and the assessment of writing
Article
oai:uobrep.openrepository.com:10547/2382362020-04-23T07:34:32Zcom_10547_131884col_10547_132181
Bradshaw, Pete
Younie, Sarah
Cameron, Karen
Open University
De Montfort University
2012-08-13T14:03:07Z
2012-08-13T14:03:07Z
2010
Bradshaw, P., Cameron, K. & Younie, S. (2010) 'An evaluation of the use of the BBC News School Report project in Initial Teacher Education', London: Training and Development Agency.
http://hdl.handle.net/10547/238236
Executive summary Overall, the project greatly enhanced trainees’ experiences of initial teacher education, in terms of collecting robust evidence for particular standards and enhancing employability. The project provided opportunities for accelerated professional development of trainees in terms of enhancing leadership and enabled trainees to be graded 1 in Ofsted criteria. The evaluation indicated the following: Taking part in the project offers new models of partnership in terms of consortia and rhythms of placement. The project resulted in enhancement of trainees’ subject knowledge and technical skills, providing evidence for standard Q14. The project exposed trainees to working in cross-curricular and extra-curricular contexts, providing evidence for standards Q17 and Q23. Trainees engagement in the project led to greater independence of learning (and concomitant personalisation) than in other forms of coursework due to their ownership of tasks. This provided evidence for standard Q31. The professional profile of trainees was enhanced, as was that of the school. The former led to increased perception of employability. Trainees were given more freedoms, encouraged to take risks and to engage with authentic tasks. This provided evidence for standards Q8, Q10 and Q30. The project led to richer reflections on practice than other teaching the trainees had undertaken. The project accelerated the trainees’ confidence and professional development as evidenced for standard Q7 and led to different relationships between trainees and other school staff.
en
http://itte.org.uk/wp/wp-content/uploads/2016/04/bbb_report_2010.pdf
An evaluation of the use of the BBC News School Report project in Initial Teacher Education
OtherExecutive summary
Overall, the project greatly enhanced trainees’ experiences of initial teacher education, in terms of collecting robust evidence for particular standards and enhancing employability. The project provided opportunities for accelerated professional development of trainees in terms of enhancing leadership and enabled trainees to be graded 1 in Ofsted criteria.
The evaluation indicated the following: Taking part in the project offers new models of partnership in terms of consortia and rhythms of placement.
The project resulted in enhancement of trainees’ subject knowledge and technical skills, providing evidence for standard Q14.
The project exposed trainees to working in cross-curricular and extra-curricular contexts, providing evidence for standards Q17 and Q23.
Trainees engagement in the project led to greater independence of learning (and concomitant personalisation) than in other forms of coursework due to their ownership of tasks. This provided evidence for standard Q31.
The professional profile of trainees was enhanced,
as was that of the school. The former led to increased perception of employability.
Trainees were given more freedoms, encouraged to take risks and to engage with authentic tasks. This provided evidence for standards Q8, Q10 and Q30.
The project led to richer reflections on practice than other teaching the trainees had undertaken.
The project accelerated the trainees’ confidence and professional development as evidenced for standard Q7 and led to different relationships between trainees and other school staff.oai:uobrep.openrepository.com:10547/2382542020-04-23T07:34:31Zcom_10547_131884col_10547_132181
Bradshaw, Pete
Younie, Sarah
Cameron, Karen
Open University
De Montfort University
2012-08-13T14:00:32Z
2012-08-13T14:00:32Z
2011
Bradshaw, P., Cameron, K. & Younie, S. (2011) 'A case study examination of the BBC News School Report project in Initial Teacher Education across three sites for the Training and Development Agency for Schools'. London: Training and Development Agency.
http://hdl.handle.net/10547/238254
Executive summary - This is the third year in which ITTE have reported on ITT trainee involvement in the BBC News School Report project (BBC NSRP) and on its impact on their training. - The previous two reports have been an evaluation based on data collected at TDA-hosted meetings. This report takes a case study approach with questionnaire interviews conducted in schools. - The case study approach provided access to staff who would not otherwise have attended evaluation days and, hence, gave a more rounded picture of the impact on training. - Involvement in the project developed trainees’ understandings of their own subject knowledge, of cross-curricular ways of working, of project working and of working in non-timetabled informal sessions with pupils. - The project allows for trainees to develop different, and more rounded, relationships with pupils. This has a positive impact on their teaching, particularly in respect of behaviour management. - The project enhances trainees’ professional identity in their own eyes, in the eyes of the department in which they are working and, in some cases, in the eyes of the wider school staff and leadership. - There are a number of different models for involvement ranging from trainees assisting other staff to trainees leading the project autonomously. The assistant model had not been one that had been seen in previous evaluations. - Project involvement, or leadership, continues to contribute directly to evidence of meeting QTS Standards, especially those around Professional Attributes. - Project involvement, or leadership, also continues to be seen as important in career development and applications for NQT posts. - The project provides authentic learning contexts both in-school and with the wider community.
en
Training and Development Agency
http://itte.org.uk/wp/wp-content/uploads/2016/04/bbc_report_2011.pdf
A case study examination of the BBC News School Report project in Initial Teacher Education across three sites for the Training and Development Agency for Schools
OtherExecutive summary
- This is the third year in which ITTE have reported on ITT trainee involvement in the BBC News School Report project (BBC NSRP) and on its impact on their training.
- The previous two reports have been an evaluation based on data collected at TDA-hosted meetings. This report takes a case study approach with questionnaire interviews conducted in schools.
- The case study approach provided access to staff who would not otherwise have attended evaluation days and, hence, gave a more rounded picture of the impact on training.
- Involvement in the project developed trainees’ understandings of their own subject knowledge, of cross-curricular ways of working, of project working and of working in non-timetabled informal sessions with pupils.
- The project allows for trainees to develop different, and more rounded, relationships with pupils. This has a positive impact on their teaching, particularly in respect of behaviour management.
- The project enhances trainees’ professional identity in their own eyes, in the eyes of the department in which they are working and, in some cases, in the eyes of the wider school staff and leadership.
- There are a number of different models for involvement ranging from trainees assisting other staff to trainees leading the project autonomously. The assistant model had not been one that had been seen in previous evaluations.
- Project involvement, or leadership, continues to contribute directly to evidence of meeting QTS Standards, especially those around Professional Attributes.
- Project involvement, or leadership, also continues to be seen as important in career development and applications for NQT posts.
- The project provides authentic learning contexts both in-school and with the wider community.oai:uobrep.openrepository.com:10547/2386592017-03-21T12:32:13Zcom_10547_131884col_10547_132181
Gardner, Paul
The Bedford Charity (Harper Trust)
2012-08-14T21:54:44Z
2012-08-14T21:54:44Z
2011-02
Gardner, P. (2011) 'The impact of mind-mapping and other strategies on reluctant writers'. Bedford: The Bedford Charity (Harpur Trust)
http://hdl.handle.net/10547/238659
en
The Bedford Charity (Harpur Trust)
mind-mapping
writing strategies
writing
The impact of mind-mapping and other strategies on reluctant writers
Other
oai:uobrep.openrepository.com:10547/2961872020-04-23T07:30:26Zcom_10547_131884col_10547_132181
Watts, Zoe
Gardner, Paul
2013-07-16T10:06:05Z
2013-07-16T10:06:05Z
2013
Watts, Z. & Gardner, P. (2013) 'Is systematic synthetic phonics enough? Examining the benefit of intensive teaching of high frequency words (HFW) in a year one class', Education 3-13, 41 (1), pp.100-109
0300-4279
1475-7575
10.1080/03004279.2012.710105
http://hdl.handle.net/10547/296187
Education 3-13
A comparative analysis of systematic synthetic phonics (SSP) and the intensive teaching of high frequency words (HFW) revealed the latter had greater impact on pupils’ reading attainment and fluency. Data were collected using multiple methods, including miscue analysis, Salford Reading Test, a phoneme skills test and HFW audits.
en
Taylor and Francis
http://www.tandfonline.com/doi/abs/10.1080/03004279.2012.710105
Archived with thanks to Education 3-13
synthetic phonics
high frequency words
early reading
phonics
reading
Is systematic synthetic phonics enough? examining the benefit of intensive teaching of high frequency words (HFW) in a year one class
ArticleA comparative analysis of systematic synthetic phonics (SSP) and the intensive teaching of high frequency words (HFW) revealed the latter had greater impact on pupils’ reading attainment and fluency. Data were collected using multiple methods, including miscue analysis, Salford Reading Test, a phoneme skills test and HFW audits.oai:uobrep.openrepository.com:10547/5945962020-04-23T07:33:26Zcom_10547_131884col_10547_132181
Leask, Marilyn
Younie, Sarah
2016-01-22T12:50:50Z
2016-01-22T12:50:50Z
2013-04
Leask, M., Younie, S. (2013) 'National models for continuing professional development: the challenges of twenty-first-century knowledge management'. Professional Development in Education 39 (2):273
1941-5257
1941-5265
10.1080/19415257.2012.749801
http://hdl.handle.net/10547/594596
Professional Development in Education
If teacher quality is the most critical factor in improving educational outcomes, then why is so little attention drawn to the knowledge and evidence base available to support teachers in improving the quality of their professional knowledge? This paper draws together findings from a range of sources to propose national models for continuing professional development (CPD). It examines the unacknowledged problem of providing a sustained approach to improving the quality of and access to the evidence base underpinning teachers’ CPD. In the twenty-first century, through the use of digital technologies, the research and evidence base underpinning educational practice surely could be made accessible. The quality of the knowledge base and teacher access to this is rarely if ever acknowledged in the discourses about school and system improvement. The lack of access to the latest research is further compounded by the fact that research published in journals is not generally designed around questions teachers want answered. In short, the knowledge that is produced and the management of it within the education sector lack systemic organisation and dissemination. This paper outlines opportunities for low-cost inter-linked national and international e-infrastructures to be developed to support knowledge sharing and building.
en
Taylor & Francis
http://www.tandfonline.com/doi/abs/10.1080/19415257.2012.749801
Archived with thanks to Professional Development in Education
continuing professional development models
knowledge management
technology
networks
professional development
communities of practice
continuing professional development
National models for continuing professional development: the challenges of twenty-first-century knowledge management
ArticleIf teacher quality is the most critical factor in improving educational outcomes, then why is so little attention drawn to the knowledge and evidence base available to support teachers in improving the quality of their professional knowledge? This paper draws together findings from a range of sources to propose national models for continuing professional development (CPD). It examines the unacknowledged problem of providing a sustained approach to improving the quality of and access to the evidence base underpinning teachers’ CPD. In the twenty-first century, through the use of digital technologies, the research and evidence base underpinning educational practice surely could be made accessible. The quality of the knowledge base and teacher access to this is rarely if ever acknowledged in the discourses about school and system improvement. The lack of access to the latest research is further compounded by the fact that research published in journals is not generally designed around questions teachers want answered. In short, the knowledge that is produced and the management of it within the education sector lack systemic organisation and dissemination. This paper outlines opportunities for low-cost inter-linked national and international e-infrastructures to be developed to support knowledge sharing and building.