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Sood, Krishan
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Mistry, M. & Sood, K. (2010) 'English as an Additional Language: assumptions and challenges', Management in Education, 24(3) pp.111-114
0892-0206
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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
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University of Bedfordshire Repository
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Mistry, Malini Tina
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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
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10.1177/0892020611427068
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Management in Education
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Early Years and leadership
Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England
Article
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University of Bedfordshire Repository
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Mistry, Malini Tina
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600
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
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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
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University of Bedfordshire Repository
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Grant, Katrina
Mistry, Malini Tina
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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
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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?
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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)
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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
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Managing the contribution of support staff to cross-curricular learning
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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
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Assessment of Pupil Progress
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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
oai:uobrep.openrepository.com:10547/2382362020-04-23T07:34:32Zcom_10547_131884col_10547_132181
Bradshaw, Pete
4017f3ea417fe0fdaa3f975128cdb3fa
-1
Younie, Sarah
ad19f72581c907c9e39c0b504a12d34a
-1
Cameron, Karen
a47c475a58c82036c415fea1150427d8
-1
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
Other
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.
LICENSE
license.txt
license.txt
text/plain
1691
https://uobrep.openrepository.com/bitstream/10547/238236/1/license.txt
b79a1529374c8d02a5b1f30b27d2425e
MD5
1
false
10547/238236
oai:uobrep.openrepository.com:10547/238236
2020-04-23 07:34:32.52
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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
oai:uobrep.openrepository.com:10547/2382542020-04-23T07:34:31Zcom_10547_131884col_10547_132181
Bradshaw, Pete
4017f3ea417fe0fdaa3f975128cdb3fa
-1
Younie, Sarah
ad19f72581c907c9e39c0b504a12d34a
-1
Cameron, Karen
a47c475a58c82036c415fea1150427d8
-1
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
Other
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.
LICENSE
license.txt
license.txt
text/plain
1691
https://uobrep.openrepository.com/bitstream/10547/238254/1/license.txt
b79a1529374c8d02a5b1f30b27d2425e
MD5
1
false
10547/238254
oai:uobrep.openrepository.com:10547/238254
2020-04-23 07:34:31.874
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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
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
LICENSE
license.txt
license.txt
text/plain
1691
https://uobrep.openrepository.com/bitstream/10547/238659/1/license.txt
b79a1529374c8d02a5b1f30b27d2425e
MD5
1
false
10547/238659
oai:uobrep.openrepository.com:10547/238659
2017-03-21 12:32:13.183
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/2961872020-04-23T07:30:26Zcom_10547_131884col_10547_132181
Watts, Zoe
0eb99ed4cfb832866090da57cbd61b22
-1
Gardner, Paul
e99a1a174ed3516611a37aa90ea67b01
-1
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
Article
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.
LICENSE
license.txt
license.txt
text/plain
1691
https://uobrep.openrepository.com/bitstream/10547/296187/1/license.txt
b79a1529374c8d02a5b1f30b27d2425e
MD5
1
false
10547/296187
oai:uobrep.openrepository.com:10547/296187
2020-04-23 07:30:26.336
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/5945962020-04-23T07:33:26Zcom_10547_131884col_10547_132181
Leask, Marilyn
8bf53fdf435ddbc399bfb798b9f8ecf3
-1
Younie, Sarah
ad19f72581c907c9e39c0b504a12d34a
-1
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
Article
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.
LICENSE
license.txt
license.txt
text/plain
1691
https://uobrep.openrepository.com/bitstream/10547/594596/1/license.txt
b79a1529374c8d02a5b1f30b27d2425e
MD5
1
false
10547/594596
oai:uobrep.openrepository.com:10547/594596
2020-04-23 07:33:26.416
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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