Search results for: United Kingdom
Page 7/10 98 items
The present paper describes the efforts of a group of teacher educators in a university education department in UK used action research to examine their research situation, and what conclusions they reached. Four major themes were identified in the researchers' analysis: benefits from their collaboration; greater understanding of themselves as researchers; broadened research perspectives; and barriers to their own research and how they might be surmounted. All the researchers realized that collaborative action research helped them to see their situations more clearly and they felt stronger as a result.
Updated: Apr. 02, 2012
The purpose of this research is to explore the characteristics of university education department in the UK, which have achieved a high ranking in the UK government’s Research Assessment Exercise. The author aims to recast contemporary academia through the dystopian lens of a medieval feudal order.
Updated: Feb. 06, 2012
This study explored and reformulated definitions of classroom dialogue—in which teachers and students exchange, evaluate, and build on ideas—in the context of interactive whiteboard use. This article focuses on the collaborative theory-building process itself, whose aim was to exploit insights derived from research to stimulate and inform thinking, guide principled development of new classroom practices, and refine the theory. Three university researchers and three United Kingdom teachers, along with their students aged 10–14, took part in the research
Updated: Oct. 27, 2011
In this article, the authors analyze ways in which institutional heteronormativity operates in primary schools. The authors report results from their research in UK schools that culminated in a Participatory Action Research project in which practicing teachers explored possibilities for disrupting dominant discourses of sexuality and gender expression.
Updated: Apr. 26, 2011
Education Policy Convergence through the Open Method of Coordination: Theoretical Reflections and Implementation in ‘Old’ and ‘New’ National Contexts
The current article addresses two key questions about the convergence of education policies in the European Union (EU). The authors argue that the open method of coordination (OMC) brings to national policy making a particular set of ideas about education, such as an emphasis on the contribution of education to building competitive economies. Finally, the paper suggests – on the basis of a preliminary exploration of the implementation of education OMC measures in the United Kingdom and Slovenia – that education OMC policy ideas resonate to varying degrees in ‘old’ and ‘new’ member states.
Updated: Jan. 25, 2011
This paper examines the educational potential of an arts-informed performance ethnography which comprises a series of stories, songs and poems. As a classroom action research project - a 'teaching experiment' – the authors gave three performances to undergraduate and postgraduate sport and health science, physiotherapy, and occupational therapy students at two universities in the United Kingdom. By considering student responses in relation to narrative theory, the authors explore how performance ethnography can contribute to learning, critical reflection and transformation among students more familiar with scientific approaches to research and teaching.
Updated: Jan. 23, 2011
Knowledge Construction and Personal Relationship: Insights About a UK University Mentoring and Coaching Service
The current article explores a mentoring and coaching service among UK university staff. For this purpose, the author interviewed 12 mentors/coaches and eight of their clients. The author examines the link between the construction of knowledge and personal relationship, considering the personal relationship both of mentor/coach with clients, and among mentors/coaches themselves. The author concludes by considering implications from the findings about mentoring and coaching.
Updated: Jan. 02, 2011
This article reports data from a 4-year longitudinal evaluation of a project from the United Kingdom. The project focused on outdoor activities as a vehicle for enhancing the personal and social development of disaffected youth. Specifically, the researchers examined the role played by volunteer learning mentors. The findings suggest the potential for mentors to function as informal educators in such youth programs. However, a lack of preparation and the considerable challenges faced in establishing and maintaining mentoring relationships with young people in schools can restrict their impact.
Updated: Jan. 02, 2011
The Allegiance and Experience of Student Literacy Teachers in the Post-Compulsory Education Context: Competing Communities of Practice
This article focuses on the relationship of the higher education (HE) (theoretical) component of the teaching qualification to the (practical) placement experience that student teachers undertake. This study approaches the data through the concept of 'community of practice' aiming to interrogate its usefulness as a theoretical idea that can illuminate the experience of student teachers. The participants are student teachers studying on a Post Graduate Certificate in Education, Post-Compulsory Education (PGCE PCE) for teachers of adult literacy course in the UK.
Updated: Sep. 19, 2010
This article consists of critical reflections on an inclusion story that the author wrote about his own practice as a local education authority educational psychologist in the United Kingdom. The aim is to shed light on the process of producing stories and possibly also on criteria for judging them.
Updated: Jun. 29, 2010