Search results for: United Kingdom
Page 6/8 71 items
When Does the Action Start and Finish? Making the Case for an Ethnographic Action Research in Educational Research
This article examines how ethnographic and action research methodologies can be justifiably combined to create a new methodological approach in educational research. It draws on existing examples in both educational research and development studies that have discussed the use of ethnography and action research in specific projects.
Updated: Nov. 25, 2009
A Critical History of Research Assessment in the United Kingdom and Its Post-1992 Impact on Education
This article presents a critical overview of the way in which higher education institutions (HEIs) in the UK have had their research activity subject to review. The article provides a broad outline of the key elements of the process. It focuses on the two more recent research reviews and their impact on the subject of education.
Updated: Nov. 09, 2009
This article traces some of the systemic challenges and opportunities for educational research capacity building that arise from Northern Ireland being uniquely positioned as a small polity. It also critically appraises how initiatives elsewhere to build capacity in teacher education, while providing valuable exemplars, are unlikely to transfer readily to this context.
Updated: Nov. 09, 2009
Transformational Experiences and Deep Learning: The Impact of An Intercultural Study Visit to India on UK Initial Teacher Education Students
This article documents the impact of a study visit to south India in 2007 on students following courses in initial teacher education at Canterbury Christ Church University, UK. The main finding was that the study visit was a powerful learning experience which transformed students' thinking by creating dissonance on a cognitive, emotional and existential level.
Updated: Nov. 09, 2009
The need for capacity-building in teacher education in the UK has been raised as a serious issue by a number of commentators. This paper provides an analytical account of an initiative conducted by the Teacher Education Group (TEG) to build research capacity in teacher education. With reference to a review of the national contexts for research in the UK and research on teacher educators, the article argues that, in order to build research capacity initiatives we need to provide motivation and new types of networking opportunities for researchers, as well as developing their expertise.
Updated: Oct. 18, 2009
Bringing Modern Languages into the Primary Curriculum in England: Investigating Effective Practice in Teacher Education
This paper presents the results of an investigation into the effectiveness of an initiative in a large education faculty in the North West of England. The initiative designed to ensure that all generalist primary teacher trainees on an undergraduate course are prepared to support the implementation of the UK government's National Languages Strategy in primary schools.
Updated: Oct. 01, 2009
Since 2002 the arrangements for training teachers in the broadly defined learning and skills sector have been subject to scrutiny and a wide-ranging reform agenda has been put forward by the Government. This article examines the key reforms using a three stage model to analyze the policy development process. It also discusses the functions and status of the sector skills council, Learning UK (LLUK), in order to examine its relationships with external stakeholders.
Updated: Jun. 02, 2009
The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. The article describes induction as it affected a sample of beginning teachers in Northern Ireland, where there is a dearth of permanent positions for those newly qualified.
Updated: May. 25, 2009
This study examined the experiences of 18 specialist primary and secondary teachers in the Teachers’ International Professional Development Program who visited schools in the USA as they set about establishing collaborative projects with their hosts. The focus was on the potential of such collaboration to engender professional development outcomes and to examine the circumstances enabling or impeding success. A surprising finding was the small number of teachers who managed to start a collaborative project.
Updated: May. 04, 2009
The research literature implied unwarranted benefits arose from using miniature ‘handheld’ computers (PDAs) in the classroom setting. Focusing closely upon one exemplar UK government-commissioned research study, this article attempts to illustrate how such technological rhetoric is created and sustained. It also attempts to illustrate how dominant technological claims can be interrogated from a perspective that represents teachers’ interests.
Updated: Apr. 23, 2009