2024-03-28T22:36:36Zhttp://uobrep.openrepository.com/oai/requestoai:uobrep.openrepository.com:10547/2237762012-07-16T10:28:04Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Leask, Marilyn
author
2011
Leask, M. (2011) 'Improving the professional knowledge base for education: using knowledge management and Web 2.0 tools', Policy Futures in Education, 9 (5) pp.644-660
1478-2103
10.2304/pfie.2011.9.5.644
http://hdl.handle.net/10547/223776
Policy Futures in Education
Improving the Professional Knowledge Base for Education: using knowledge management and Web 2.0 tools
oai:uobrep.openrepository.com:10547/2237862012-07-16T10:31:02Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Leask, Marilyn
author
2012
Leask, M. (2012) 'Research impact and dissemination' in Arthur, J. et al Research methods and methodologies in education, London: Sage, pp.53-66
9780857020390
http://hdl.handle.net/10547/223786
Research impact and dissemination
oai:uobrep.openrepository.com:10547/2238332020-04-23T07:28:31Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Leask, Marilyn
author
Preston, Christina
author
2012
International organisations such as the OECD and Unesco now publish comparative data on educational performance and the consequent challenge for any country is to ensure that changes in the education system actually result in improved outcomes. Increasingly the research base for educational practice is scrutinised. However, for educational policy and practice to be evidence based, educational researchers need to provide timely relevant research. This article proposes a model of research using concept mapping with policy makers and practitioners working as co-researchers. The model meets the challenge rapid research for selected topics. It was developed initially for pragmatic reasons in response to a requirement from a UK government agency for rapid research on digital technologies. The acronym PIMS indicates key features of the model: P –policy makers and practitioners are involved as co-researchers I – Intensive data collection takes place with simultaneous debate and analysis in a community of practice context M – multidimensional concept maps (MDCMs) are used to gather and shape ideas created through debate S – standard research methods and tests are used to complement the above. This article reports on the research approach developed and tested out on two research projects funded by a national agency.
Leask, M. & Preston, C. (2012) 'PIMS - a model for supporting research informed policy making' Online Educational Research Journal, 2012 pp. 1-32
http://hdl.handle.net/10547/223833
Online Educational Research Journal, 2012: 1-32
PIMS – a model providing timely research for research informed policy making?
oai:uobrep.openrepository.com:10547/2238102012-07-16T10:34:48Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Leask, Marilyn
author
Zwozdiak-Myers, Paula
author
Mustard, Carolyn
author
Green, Andrew
author
2009
Leask, M. et al (2009) Literature review: analysis of current research, theory and practice in partnership working to identify constituent components of effective ITT partnerships, 2009, London: TDA
http://hdl.handle.net/10547/223810
Literature review: analysis of current research, theory and practice in partnership working to identify constituent components of effective ITT partnerships
oai:uobrep.openrepository.com:10547/2238362012-07-16T10:45:32Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Preston, Christina
author
2012-05-15
Preston, C.J. (2008) 'Braided learning: an emerging process observed in e-communities of practice', International Journal of Web Based Communities, 4 (2) pp.220-243
1477-8394
1741-8216
10.1504/IJWBC.2008.017674
http://hdl.handle.net/10547/223836
International Journal of Web Based Communities
Braided learning: an emerging process observed in e-communities of practice
oai:uobrep.openrepository.com:10547/2241122012-07-16T10:40:52Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Davis, Niki
author
Preston, Christina
author
Sahin, Ismail
author
2009
Davis, N., Preston, C. & Sahin, I. (2009) 'Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative', British Journal of Educational Technology, 40 (5) pp.861-878
00071013
14678535
10.1111/j.1467-8535.2008.00875.x
http://hdl.handle.net/10547/224112
British Journal of Educational Technology
Training teachers to use new technologies impacts multiple ecologies: evidence from a national initiative
oai:uobrep.openrepository.com:10547/2241142012-07-17T11:31:36Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Preston, Christina
author
2011
Preston, C. (2011) 'MirandaMods: from practice to praxis in informal professional learning contexts; in Jimoyiannis, A. (ed.) Research on e-Learning and ICT in Education, New York: Springer, pp.1-10
9781461410829
http://hdl.handle.net/10547/224114
unconference
professional learning
social interaction
MirandaMod
in MirandaMods: from practice to praxis in informal professional learning contexts
oai:uobrep.openrepository.com:10547/2241132012-07-16T10:41:50Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Davis, Niki
author
Preston, Christina
author
Sahin, Ismail
author
2012-05-16
Davis, N., Preston, C. & Sahin, I. (2009) 'ICT teacher training: Evidence for multilevel evaluation from a national initiative', British Journal of Educational Technology, 40 (1) pp.135-148
00071013
14678535
10.1111/j.1467-8535.2007.00808.x
http://hdl.handle.net/10547/224113
British Journal of Educational Technology
ICT teacher training: evidence for multilevel evaluation from a national initiative
oai:uobrep.openrepository.com:10547/2241812016-06-09T12:28:36Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Preston, Christina
author
Leask, Marilyn
author
2009-07
Leask, M. & Preston, C. (2009) ICT Tools for Future Teachers, London: Becta
http://hdl.handle.net/10547/224181
ICT tools for future teachers
oai:uobrep.openrepository.com:10547/2241662012-07-16T10:46:41Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Preston, Christina
author
Pachler, Norbert
author
Cuthell, John
author
Allen, Allison
author
Pinheiro-Torres, Catrin
author
2010-11
Pachler, N. et al (2011) ICT CPD Landscape, London: Becta
http://hdl.handle.net/10547/224166
ICT CPD Landscape
oai:uobrep.openrepository.com:10547/2241672012-07-16T10:47:40Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Preston, Christina
author
Allen, Allison
author
Payton, M.
author
Pickering, S.
author
2011
Allen, A. et al (2011) E-safety guidance for the FE & Skills Sector, Coventry: Becta
http://hdl.handle.net/10547/224167
E-safety guidance for the FE & Skills Sector
oai:uobrep.openrepository.com:10547/2241962012-07-16T11:03:49Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Maylor, Uvanney
author
2012-05-16
Maylor, U. (2009) '‘They do not relate to Black people like us’: Black teachers as role models for Black pupils', Journal of Education Policy 24(1) pp.1-21.
0268-0939
1464-5106
10.1080/02680930802382946
http://hdl.handle.net/10547/224196
Journal of Education Policy
‘They do not relate to Black people like us’: Black teachers as role models for Black pupils
oai:uobrep.openrepository.com:10547/2242912012-07-16T11:05:10Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Maylor, Uvanney
author
2012-05-17
Maylor, U. (2010) 'Notions of diversity, British identities and citizenship belonging' Race Ethnicity and Education 13(2) pp.233-252
1361-3324
1470-109X
10.1080/13613321003726884
http://hdl.handle.net/10547/224291
Race Ethnicity and Education
Notions of diversity, British identities and citizenship belonging
oai:uobrep.openrepository.com:10547/2243912014-01-16T18:15:50Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Younie, Sarah
author
2013
Younie, S. (20130 The essential guide to ICT: teaching with technologies, Maidenhead: Open University Press
http://hdl.handle.net/10547/224391
The essential guide to ICT: teaching with technologies
oai:uobrep.openrepository.com:10547/2243932012-07-16T11:25:45Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Younie, Sarah
author
Hammond, Michael
author
Woollard, John
author
Cartwright, Vicky
author
Benzie, David
author
2009
Hammond, M. et al (2009) What does our past involvement with computers in education tell us? A view from the research community. Warwick: Centre for New Technologies Research in Education
9780902683907
http://hdl.handle.net/10547/224393
computers in education
technology
ICT policy
research community
pedagogy with ICT
What does our past involvement with computers in education tell us? A view from the research community
oai:uobrep.openrepository.com:10547/2243942012-07-16T11:27:40Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Younie, Sarah
author
Leask, Marilyn
author
2012
Younie, S. & Leask, M. (2012) Debates in ICT. London: Routledge
http://hdl.handle.net/10547/224394
Debates in ICT
oai:uobrep.openrepository.com:10547/2245742013-05-20T14:49:22Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Raiker, Andrea
author
2009
Raiker, A. (2009) 'Transformational learning and e-portfolios: a pedagogy for improving student experience and achievement'. The International Journal of Learning. 16(8) pp.313-323
14479494
http://hdl.handle.net/10547/224574
The International Journal of Learning
transformative learning
teaching
learning
e-portfolios
achievement
Transformational learning and e-portfolios: a pedagogy for improving student experience and achievement
oai:uobrep.openrepository.com:10547/2246312012-07-17T14:13:42Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Raiker, Andrea
author
2011
Raiker, Al. (2011) 'Developing a framework for postgraduate education' in Nygaard, C., Courtney, N. & Frick, L. Postgraduate education: form and function. Faringdon: Libri Publishing, pp. 9-26.
9781907471261
http://hdl.handle.net/10547/224631
Developing a framework for postgraduate education
oai:uobrep.openrepository.com:10547/2246572017-10-16T12:02:39Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Sood, Krishan
author
Mistry, Malini Tina
author
2011
Sood, K. & Mistry, M. (2011) 'English as an Additional Language: is there a need to embed cultural values and beliefs in institutional practice?', Education 3-13, 39(2) pp.203-215
0300-4279
1475-7575
10.1080/03004270903389913
http://hdl.handle.net/10547/224657
Education 3-13
English as an Additional Language
diversity
Continuing Professional Development
English as an Additional Language: is there a need to embed cultural values and beliefs in institutional practice?
oai:uobrep.openrepository.com:10547/2253322012-07-16T17:09:07Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Redondo, Ana
author
Pachler, Norbert
author
2007
Pachler, N. & Redondo, A. (2007) A practical guide to teaching modern foreign languages in the secondary school. London: Routledge
9780415393287
http://hdl.handle.net/10547/225332
A practical guide to teaching modern foreign languages in the secondary school
oai:uobrep.openrepository.com:10547/2255092012-05-29T09:34:36Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Redondo, Ana
author
Pachler, Norbert
author
Barnes, Ann
author
Field, Kit
author
2009
On becoming a modern foreign languages teacher. 2009. Learning to teach modern foreign languages in the secondary school. 3rd edn. Abingdon: Routledge. p. 31-57
9780415432412
http://hdl.handle.net/10547/225509
On becoming a modern foreign languages teacher
oai:uobrep.openrepository.com:10547/2255822012-07-16T17:06:34Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Redondo, Ana
author
Pachler, Norbert
author
2012
Pachler, N. & Redondo, A. (2012) 'E-mentoring and educational research capacity development: a conceptual perspective', in Fletcher, S. & Mullen, C. (eds.) The SAGE handbook of mentoring and coaching in education. London: Sage pp.459-477
9780857027535
http://hdl.handle.net/10547/225582
E-mentoring and educational research capacity development: a conceptual perspective
oai:uobrep.openrepository.com:10547/2255852018-12-11T10:35:17Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Jankowska, Maja
author
Atlay, Mark
author
2008
Jankowska, M. & Atlay, M. (2008) 'Use of creative space in enhancing students’ engagement', Innovations in Education and Teaching International, 45(3) pp.271-279.
1470-3297
1470-3300
10.1080/14703290802176162
http://hdl.handle.net/10547/225585
Innovations in Education and Teaching International
Use of creative space in enhancing students’ engagement
oai:uobrep.openrepository.com:10547/2255882018-12-11T10:27:28Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Jankowska, Maja
author
2010-11
Janowska, M. (2010) 'Taking Concept Mapping (CM) forward with socially mediated structured approaches' Journal of Learning Development in Higher Education. Special Edition: Researching and evaluating Personal Development Planning and e-portfolio practice
1759-667X
http://hdl.handle.net/10547/225588
Journal of Learning Development in Higher Education
concept mapping
personal development planning
reflection
meaning making
socially mediated activity
Taking Concept Mapping (CM) forward with socially mediated structured approaches
oai:uobrep.openrepository.com:10547/2256052018-12-11T10:29:16Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Jankowska, Maja
author
2010
Jankowska, M. (2010) 'Concept mapping - a reflective tool in Personal Development Planning',Assessment, Teaching and Learning Journal (Special Issue - Employability) 10 (Winter): 14-17.
1756-8781
http://hdl.handle.net/10547/225605
Assessment, Teaching and Learning Journal
personal development planning
concept mapping
Concept mapping - a reflective tool in Personal Development Planning
oai:uobrep.openrepository.com:10547/2256342018-12-11T10:36:29Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Jankowska, Maja
author
Manton, Rob
author
Gaitan, Alfredo
author
2008-12
Gaitán, A., Manton, R. & Jankowska, M. (2008) 'Moving forward from piloting e-Portfolios: applying the lessons learnt to wider adoption', Centre for Recording Achievement (CRA). PDP & ePortfolio Newsletter, 10 (Winter): 14-17.
http://hdl.handle.net/10547/225634
Centre for Recording Achievement (CRA)
e-portfolios
PebblePad
personal development planning
Moving forward from piloting e-Portfolios: applying the lessons learnt to wider adoption
oai:uobrep.openrepository.com:10547/2258132020-03-30T13:36:09Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Leask, Marilyn
author
Turner, Tony
author
Capel, Susan
author
2010
Capel, S., Leask, M. & Turner, T. (2010) Readings for learning to teach in the secondary school : a companion to M level study. London: Routledge
9780415552103
http://hdl.handle.net/10547/225813
teacher training
teaching
secondary education
Readings for learning to teach in the secondary school : a companion to M level study
oai:uobrep.openrepository.com:10547/2258152012-07-16T17:19:40Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Leask, Marilyn
author
Turner, Tony
author
Capel, Susan
author
2009
Capel, S., Leask, M., & Turner, T. (2009) Learning to teach in the secondary school : a companion to school experience. 5th edn. Abingdon: Routledge
9780415478724
http://hdl.handle.net/10547/225815
teacher training
teaching
secondary education
Learning to teach in the secondary school : a companion to school experience
oai:uobrep.openrepository.com:10547/2276722012-08-15T16:29:41Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Raiker, Andrea
author
2011
Raiker, A. (2011) Modelling postgraduate education, in Nygaard, C., Frick, L. & Courtney, N. (eds) (2011) Postgraduate education: form and function. Faringdon: Libri Publishing
9781907471261
http://hdl.handle.net/10547/227672
postgraduate education
Modelling postgraduate education
oai:uobrep.openrepository.com:10547/2276522012-08-15T16:28:47Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Redondo, Ana
author
2009
Redondo, A. (2009) Schools expectations and the mentor’s point of view, in Pachler, N., Barnes, A. & Field, K. (eds) Learning to teach modern foreign languages in the secondary school. London: Routledge. pp. 49-56
9780415432412
http://hdl.handle.net/10547/227652
education
mentoring
language teaching
secondary education
Schools expectations and the mentor’s point of view
oai:uobrep.openrepository.com:10547/2277992012-07-24T09:31:03Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Younie, Sarah
author
2008
Younie, S. (2008) 'Developing resources using ICT', in Younie, S., Capel, S. & Leask, M. (eds.) (2008) Supporting teaching and learning in the secondary school: a companion for higher level teaching assistants. Abingdon: Routledge. pp. 125-132
9780415358842
http://hdl.handle.net/10547/227799
teaching
learning
secondary education
information technology
Developing resources using ICT
oai:uobrep.openrepository.com:10547/2278152012-07-24T09:32:01Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Younie, Sarah
author
2008
Younie, S. & Powell, K. (2008) 'Your professional development', in Younie, S., Capel, S. & Leask, M. (eds) (2008) Supporting teaching and learning in the secondary school: a companion for higher level teaching assistants. Abingdon: Routledge. pp. 147-159
9780415358842
http://hdl.handle.net/10547/227815
teaching assistants
Your professional development
oai:uobrep.openrepository.com:10547/2278362012-08-15T16:26:26Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Fowler, Zoe
author
Baird, Adela
author
Baron, Stephen
author
Davies, Susan
author
Procter, Richard
author
Salisbury, Jane
author
2009
Fowler, Z., Baird, A., Baron, S., Davies, S., Proctor, R. & Salisbury, J. (2009) 'Building research capacity in education: evidence from recent initiatives in England, Scotland and Wales', International Journal for Researcher Development, 1(2) pp.173-189
2048-8696
10.1108/1759751X201100011
http://hdl.handle.net/10547/227836
International Journal for Researcher Development
education
research capacity
researchers
research
Building research capacity in education: evidence from recent initiatives in England, Scotland and Wales
oai:uobrep.openrepository.com:10547/2278542012-08-15T16:05:07Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Lambert, Steve
author
2011
Lambert, S. (2011) 'Sustainable leadership and the implication for the general further education college sector', Journal of Further and Higher Education 35 (1), pp. 131-148
0309-877X
1469-9486
10.1080/0309877X.2010.540319
http://hdl.handle.net/10547/227854
Journal of Further and Higher Education
sustainable leadership
leadership and management
post compulsory education
leadership
Sustainable leadership and the implication for the general further education college sector
oai:uobrep.openrepository.com:10547/2278522018-12-12T02:05:27Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Jankowska, Maja
author
2009
Jankowska, M. (2009) Concept mapping technique as a vehicle for gaining insight into students’ understanding of personal development, ICERI 2009 proceedings
9788461329533
http://hdl.handle.net/10547/227852
concept mapping
personal development planning
Personal development
culture
Concept mapping technique as a vehicle for gaining insight into students’ understanding of personal development
oai:uobrep.openrepository.com:10547/2325712012-07-10T10:03:34Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Younie, Sarah
author
Capel, Susan
author
Leask, Marilyn
author
2008
Younie, S., Capel, S. & Leask, M. (eds.) (2008) Supporting teaching and learning in the secondary school: a companion for higher level teaching assistants. Abingdon: Routledge
9780415358842
http://hdl.handle.net/10547/232571
teaching assistants
teaching
learning
secondary education
Supporting teaching and learning in the secondary school: a companion for higher level teaching assistants
oai:uobrep.openrepository.com:10547/2340512012-07-17T11:27:33Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Burton, D.
author
Lee, K.
author
Younie, Sarah
author
2009
Burton, D., Lee, K. & Younie, S. (2009) 'Understanding learning' in Younie, S., Capel, S. & Leask, M. (eds.) Supporting teaching and learning in schools: a companion for higher level teaching assistants. London: Routledge. pp.82-90
9780415358842
http://hdl.handle.net/10547/234051
learning
teaching assistants
Understanding learning
oai:uobrep.openrepository.com:10547/2386552018-06-28T12:32:39Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Kuyok, A.K.
author
Maylor, Uvanney
author
Robson, J.
author
Ross, A.
author
2009
Kuyok, A.K., Maylor, U., Robson, J. & Ross, A. (2009) Educational experiences and needs of Horn of Africa children in Islington Schools, London: Institute for Policy Studies in Education, London Metropolitan University.
http://hdl.handle.net/10547/238655
ethnic minorities
Horn of Africa
Eritrea
Ethiopia
Somalia
Sudan
education
achievement
London
Islington
Educational experiences and needs of Horn of Africa children in Islington Schools
oai:uobrep.openrepository.com:10547/2386422018-06-28T12:32:17Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Kuyok, A.K.
author
Maylor, Uvanney
author
Robson, J.
author
Hutchings, Merryn
author
2009
Kuyok, A.K., Maylor, U., Robson, J. & Hutchings, M. (2009) Educational experiences and needs of Horn of Africa children in Camden schools. London: Institute for Policy Studies in Education, London Metropolitan University.
http://hdl.handle.net/10547/238642
ethnic minorities
Horn of Africa
Eritrea
Ethiopia
Somalia
Sudan
education
Camden
London
Educational experiences and needs of Horn of Africa children in Camden schools
oai:uobrep.openrepository.com:10547/2386412012-08-15T15:50:46Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Minty, Sarah
author
Maylor, Uvanney
author
Issa, Tözün
author
Kuyok, Kuyok
author
Ross, Alistair
author
2008
Minty, S., Maylor, U., Issa, T., Kuyok, K. & Ross, A. (2008) Our languages: teachers in supplementary schools and their aspirations to teach community languages. London: Institute for Policy Studies in Education London Metropolitan University.
http://hdl.handle.net/10547/238641
teacher training
language teaching
education
supplementary schools
community languages
Our languages: teachers in supplementary schools and their aspirations to teach community languages
oai:uobrep.openrepository.com:10547/2386402012-08-15T15:54:54Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Leathwood, C.
author
Maylor, Uvanney
author
Moreau, Marie-Pierre
author
2009
Leathwood, C., Maylor, U. & Moreau, M.P. (2009) Experiences of black and minority ethnic staff working in higher education: literature review. London: Institute for Policy Studies in Education London Metropolitan University.
http://hdl.handle.net/10547/238640
ethnic minorities
higher education
human resources
Experiences of black and minority ethnic staff working in higher education: literature review
oai:uobrep.openrepository.com:10547/2386382012-08-15T16:02:53Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Maylor, Uvanney
author
Tanner, Emily
author
Finch, Steven
author
Glass, Katie
author
Issa, Tözün
author
Low, Natalie
author
Minty, Sarah
author
Purdon, Susan
author
Rose, Anthea
author
Taylor, Eleanor
author
Tipping, Sarah
author
2010
Maylor, U. et al (2010) The impact of supplementary schools on pupils' attainment: An investigation into what factors contribute to educational improvements. Nottingham: Department for Children, Schools and Families.
http://hdl.handle.net/10547/238638
supplementary schools
education
achievement
attainment
The impact of supplementary schools on pupils' attainment: an investigation into what factors contribute to educational improvements
oai:uobrep.openrepository.com:10547/2386392012-08-15T15:58:49Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Hutchings, Merryn
author
Osgood, Jayne
author
Allen, Kim
author
Maylor, Uvanney
author
Williams, Katya
author
2009
Hutchings, M., Osgood, J., Allen, K., Maylor, U. and Williams, K. (2009) Scoping manageable and strategic approaches to CPD for supply teachers. London: General Teaching Council for England
http://hdl.handle.net/10547/238639
continuing professional development
supply teachers
education
Scoping manageable and strategic approaches to CPD for supply teachers
oai:uobrep.openrepository.com:10547/2386542018-06-28T12:18:39Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Hutchings, Merryn
author
Seeds, K.
author
Coleman, N.
author
Harding, C.
author
Mansaray, A.
author
Maylor, Uvanney
author
Minty, Sarah
author
Pickering, E.
author
2009
Hutchings, M., Seeds, K., Coleman, N., Harding, C., Mansaray, A., Maylor, U., Minty, S. and Pickering, E. (2009) Aspects of school workforce remodelling: strategies used and impact on workload and standards. Nottingham: Department for Children, Schools and Families.
http://hdl.handle.net/10547/238654
National Agreement (Raising Standards and Tackling Workload)
education
headteachers
teachers
school support staff
school workforce
Aspects of school workforce remodelling: strategies used and impact on workload and standards
oai:uobrep.openrepository.com:10547/2923272020-04-23T07:29:50Zcom_10547_131884com_10547_251948col_10547_132202col_10547_251955
00925njm 22002777a 4500
dc
Raiker, Andrea
author
2010-11
The investigation discussed in this paper was motivated by a finding revealed through analysis of the dissertation grades of final year undergraduates on an education honours degree. A third of dissertations received grades equating to third class honours or fails and this was viewed by the Faculty as being unacceptable. As a Fellow of the University’s Centre for Excellence in Teaching and Learning with a focus on personal development, I was asked by the course leader to identify possible causes and suggest changes. My critical reflection on the dissertation suggested that its creation is predicated upon Personal Development Planning (PDP) processes practised through the mediation of the tutorial. I am investigating the effectiveness of the tutorial to support learner development over a two year period, contributing to an overarching action research project undertaken by the National Action Research Network (NARN). This paper presents the outcomes of the first cycle of my action research, involving the collection and analysis of quantitative and qualitative data from students and dissertation supervisors. At this stage it appears that the design of the dissertation meets the needs of some students but not all, particularly the lower third of the sample cohort. Furthermore some students, including a number of thirds and fails, do not perceive tutorial support as essential for the successful completion of their dissertations. Overall, it appears that the tutorial process requires review in order to support the autonomous and/or collaborative learning needed for effective learner development.
Raiker, A. (2010)'An investigation into the undergraduate dissertation tutorial as a personal development planning (PDP) process to support learner development', Journal of Learning Development in Higher Education, Special Edition [Online]. Available at: http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=index.
1759-667X
http://hdl.handle.net/10547/292327
Journal of Learning Development in Higher Education
action research
dissertation
tutorial
PDP
learner development
An investigation into the undergraduate dissertation tutorial as a Personal Development Planning (PDP) process to support learner development
oai:uobrep.openrepository.com:10547/2923922013-05-20T14:36:13Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Raiker, Andrea
author
2010
Raiker, A. (2010) 'Creativity and reflection: some theoretical perspectives arising from practice'. in Nygaard, C., Holtham, C. & Courtney, N. Teaching creativity: creativity in teaching. Faringdon: Libri Publishing. pp. 121-138
http://hdl.handle.net/10547/292392
Creativity and reflection: some theoretical perspectives arising from practice
oai:uobrep.openrepository.com:10547/2924692013-05-21T10:03:35Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Raiker, Andrea
author
2009
Raiker, A. (2009) 'A personalised approach to improving students’ learning outcomes', in Nygaard, C., Hotlham, C. & Courtney, N. (eds.) Improving students' learning outcome. Copenhagen: Copenhagen Business School Press. pp. 49-64.
9780415480499
http://hdl.handle.net/10547/292469
A personalised approach to improving students’ learning outcomes
oai:uobrep.openrepository.com:10547/2926092013-05-22T10:55:08Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Raiker, Andrea
author
2007
Raiker, A. (2007) 'Cognitive development', in Zwozdiak-Myers, P. (ed.) Childhood and youth studies. London: Sage.
9781844450756
http://hdl.handle.net/10547/292609
Cognitive development
oai:uobrep.openrepository.com:10547/2925662019-11-04T09:36:02Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Raiker, Andrea
author
2007
Raiker, A. (2007) 'Assessment for learning', in Jacques, K. and Hyland, R. (eds.) Professional studies: Primary and early years. Exeter: Learning Matters
9781844450954
http://hdl.handle.net/10547/292566
Assessment for learning
oai:uobrep.openrepository.com:10547/2926832013-05-28T09:26:50Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Caillau, Ihsan
author
2009
Caillau, I. (2009) 'Primary schools facing challenging circumstances in Yorkshire and the Humber', Working Paper edn. Sheffield Hallam University.
http://hdl.handle.net/10547/292683
primary education
Primary schools facing challenging circumstances in Yorkshire and the Humber
oai:uobrep.openrepository.com:10547/2939172020-04-23T07:29:58Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Raiker, Andrea
author
2012
This study is focused on the introduction of threshold concepts (Meyer and Land, 2006) to mathematics teachers in Finland, Portugal, Spain and the UK as part of their professional development. A multidisciplinary team drawn from the four participating countries have developed a methodology to identify threshold concepts in the teaching of ratio. A flexible multiple case study approach with an exploratory perspective allows the attenuation of differences arising from the contexts of each of the four countries and research teams whilst providing a basis for comparative analysis. The research design involves combining technologies such as pathfinder associative networking and knowledge mapping software, developed specifically for the research, and traditional methods.
Raiker, A. & Procter, R. (2012) 'Threshold concepts and their use in the professional development of mathematics teachers: a methodology for collaboration across four European countries', British Educational Research Association Annual Conference (BERA), Manchester, UK, 4-6 September 2012. Manchester: BERA, paper 0231
http://hdl.handle.net/10547/293917
Threshold concepts and their use in the professional development of mathematics teachers: a methodology for collaboration across four European countries
oai:uobrep.openrepository.com:10547/2939182020-04-23T07:29:58Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Raiker, Andrea
author
Rautiainen, Matti
author
2012
‘Excellence' is a word that appears regularly in government documentation on teaching, for example when reviewing the curriculum review in England (DFE, 2011) or teacher education (DFE, 2010) but it is not defined. It appears that conceptions of excellence may be different in England and Finland,arising out of philosophical, historical, socio-economic and political differences, in other words, from cultural backgrounds. This assumption was tested by means of a small international research project that investigated student teacher conceptions of excellence in teaching at Education Departments at the University of Jyväskylä in Finland and the University of Bedfordshire in England.
Raiker, A. & Rautiainen, M. (2012) 'A comparison of student teacher conceptions of excellence in teaching at two Universities in England and Finland', British Educational Research Association (BERA), Manchester, UK, 4-6 September 2012. Manchester: BERA, paper 0166
http://hdl.handle.net/10547/293918
A comparison of student teacher conceptions of excellence in teaching at two universities in England and Finland
oai:uobrep.openrepository.com:10547/2939222013-06-13T11:36:07Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Raiker, Andrea
author
2008
Raiker, A. (2008) 'Monitoring and Assessing pupils’ in Younie, S., Capel, S. & Leask, M (eds.) Supporting Teaching and Learning in Schools: A Handbook for Higher Level Teaching Assistants. London: Routledge, pp.91-107
9780415358842
http://hdl.handle.net/10547/293922
Monitoring and assessing pupils
oai:uobrep.openrepository.com:10547/2941102020-04-23T07:34:14Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Jones, Fiona
author
Kinman, Gail
author
Kinman, Russell
author
2006-04-01
This paper compares the findings of two studies, conducted in 1998 and 2004, of academic staff in British universities. It examines the stability over time of working hours, specific work stressors and levels of psychological distress. Comparisons are also made between the levels of psychological distress currently reported by academic staff and those reported by other professional groups and the general population in the UK. Finally, the paper assesses the extent to which UK universities are meeting minimum health and safety at work standards for the management of job stressors. The findings indicate that: there has been little change in the levels of most stressors experienced over the six year period; the high levels of psychological distress found in the 1998 study are undiminished and exceed those of other professional groups and the population generally; the majority of the health and safety at work standards are not met. Possible implications of these findings for the quality of UK higher education are discussed.
Kinman, G., Jones, F., & Kinman, R. (2006). 'The well‐being of the UK academy, 1998–2004'. Quality in Higher Education, 12(1), 15-27.
1353-8322
10.1080/13538320600685081
http://hdl.handle.net/10547/294110
Quality in higher education
The well‐being of the UK Academy, 1998–2004.
oai:uobrep.openrepository.com:10547/5945812016-01-22T13:20:30Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Younie, Sarah
author
Leask, Marilyn
author
2013-02
Younie, S., Leask, M. (2013) 'Teaching with technologies: the essential guide'. Open University Press.
0335246184
9780335246182
http://hdl.handle.net/10547/594581
Teaching with technologies: the essential guide
oai:uobrep.openrepository.com:10547/5945942020-04-23T08:41:04Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Messer, David J.
author
Pine, Karen J.
author
Butler, Cathal
author
2008-02
Children's understanding of the way objects balance has provided important insights about cognitive development [e.g., Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press; Siegler, R. S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8, 481–520]. We investigated the performance of 86 children aged between 5 and 7 years to see whether their cognitions about balance were consistent across different types of balance task. The children did not utilise the same cognitive processes across the different tasks; instead performance appeared to be influenced by perceptual and task characteristics. The findings emphasise that children's ability to access their knowledge varies with task demands and that theories about cognitive development need to take greater account of this variation.
Messer, D., Pine, K., Butler, C. (2008) 'Children's behaviour and cognitions across different balance tasks'. Learning and Instruction 18 (1):42
0959-4752
10.1016/j.learninstruc.2006.09.008
http://hdl.handle.net/10547/594594
Learning and Instruction
balance
context
representations
Children's behaviour and cognitions across different balance tasks
oai:uobrep.openrepository.com:10547/5945972020-04-23T07:34:19Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Carmichael, Patrick
author
2011-09-26
Accounts of how research capacity in education can be developed often make reference to electronic networks and online resources. This paper presents a theoretically driven analysis of the role of one such resource, an online archive of educational research studies that includes not only digitised collections of original documents but also videos of contextual interviews with the original researchers, linked and presented using emerging ‘semantic web’ technologies. An exploration with a group of early career researchers in education of how the archive might be used to support their own research activities is reported: this suggests that thinking about such online resources as elements of heterogeneous ‘assemblages’ may be useful in their design and in understanding their role in research training and research networks more generally.
Carmichael, P. (2011) 'Research Capacity Building in Education: The Role of Digital Archives'. British Journal of Educational Studies 59 (3):323
0007-1005
1467-8527
10.1080/00071005.2011.599788
http://hdl.handle.net/10547/594597
British Journal of Educational Studies
research capacity
networking
digital archives
assemblages
evaluation
Research capacity building in education: the role of digital archives
oai:uobrep.openrepository.com:10547/5945982020-04-23T07:34:19Zcom_10547_131884col_10547_132202
00925njm 22002777a 4500
dc
Edwards, Richard
author
Carmichael, Patrick
author
2012-10
There is a long tradition in education of examination of the hidden curriculum, those elements which are implicit or tacit to the formal goals of education. This article draws upon that tradition to open up for investigation the hidden curriculum and assumptions about students and knowledge that are embedded in the coding undertaken to facilitate learning through information technologies, and emerging ‘semantic technologies’ in particular. Drawing upon an empirical study of case-based pedagogy in higher education, we examine the ways in which code becomes an actor in both enabling and constraining knowledge, reasoning, representation and students. The article argues that how this occurs, and to what effect, is largely left unexamined and becomes part of the hidden curriculum of electronically mediated learning that can be more explicitly examined by positioning technologies in general, and code in particular, as actors rather than tools. This points to a significant research agenda in technology enhanced learning.
Edwards, R., Carmichael, P. (2012) 'Secret codes: the hidden curriculum of semantic web technologies' Discourse: Studies in the Cultural Politics of Education 33 (4):575
0159-6306
1469-3739
10.1080/01596306.2012.692963
http://hdl.handle.net/10547/594598
Discourse: Studies in the Cultural Politics of Education
semantic technologies
semantic web
hidden curriculum
e-learning
elearning
metadata
knowledge representation
Secret codes: the hidden curriculum of semantic web technologies