ESCalate Bulletin No. 11 (1 December 2002)
- Book reviews
- Forthcoming seminars and conferences
- Heads of Department Forum: February
- Scottish Initial Teacher Education
- Other events
- Small Grants Scheme Awards November 2002
- Communications with Colleagues in Departments
- Widening Participation
- Course Directors Support Materials
We have a good selection of new book reviews for you to browse through at http://www.escalate.ac.uk/Reviews/index.php We have still got some back copies (see last month's Bulletin) and there are a range of new books to review. Why not do one over the holidays?? You keep the book. If there is a book that you know to be relevant to the work of colleagues in Education and Continuing Education but which is not included on our lists, do let us know and we can ask for a copy for you to review (and then keep).
Duke C., 2002, Managing the Learning University, SRHE and Open
University Press, Buckingham
Evans G., 2002, Academics and the Real World, SRHE and Open University Press, Buckingham
Kincheloe J., 2003, Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment, London, Routledge Falmer
Knight P., 2002, Being a Teacher in Higher Education, SRHE and Open University Press, Buckingham
Loughran J. & Russell T. 2002 Improving Teacher Education Practices Through Self-Study London, Routledge Falmer
McNamara O., 2002, Becoming An Evidence-Based Practitioner: A framework for teacher-researchers, London, Routledge Falmer
McNiff J. & Whitehead J. 2002 Second Edition Action Research: Principles and Practice London, Routledge Falmer
Moore A., 2000, Teaching And Learning: Pedagogy, Curriculum and Culture, London, Routledge Falmer
Peelo M. & Wareham T., 2002, Failing Students in Higher Education, SRHE and Open University Press, Buckingham
Williams G., 2003, The Enterprising University: Reform, Excellence and Equity, SRHE and Open University Press, Buckingham
Forthcoming seminars and conferences
Heads of Department Forum: February
We are holding a one-day Heads of Department Forum at The Institute of Education in London on 18th February, 2003 from 10.30 to 5.30. The focus of the day will be to share expertise and management practices in juggling the competing demands of research and teaching within departments of Education, and is intended to provide space where HoDs can discuss what the key issues are and how these are managed.We have invited three external speakers, Professor Stephen McNair (Surrey University), whose idea it was to convene this event; Professor Sally Brown (Chair of the Education RAE panel); and Professor Andrew Hannan (University of Plymouth, and co-researcher with Professor Silver on a major project focussed on innovations in teaching and learning in higher education).This is an important event for ESCalate, as we wish to involve Heads of Department in supporting our work on resources development, collation and dissemination.We have written to all those on our database, but would appreciate it if our departmental contacts can remind their HoD of the event and encourage them to either attend or send a representative.
Scottish Initial Teacher Education
ESCalate will be holding a conference on 26th March 2003 at The University of Glasgow. The programme will include 'Where should teacher education be going, and how should that direction be informed by moral imperatives, by research, and by governments?' and 'What should be the relationship between research and teacher education?' All costs of the conference will be carried by ESCalate, except for travel. All colleagues who work on ITE provision, from all four countries in the UK, are most welcome to attend. More details will be on our website at http://www.escalate.ac.uk/diary/index.php soon, and applications will be handled through our Nottingham office (firstname.lastname@example.org)
During the year we shall be holding a number of ESCalate events, most linked to programmes. A full list will be available in the January Bulletin. We are also hoping to visit a range of different departments during the year. If you would like to contribute to resources development by sharing a case study of the work you do on a particular programme, do let us know and we shall fit you into the visits schedule.
Small Grants Scheme Awards November 2002
We had a good number of applications for the November tranche of small grants funding. We shall publish the results in the January Bulletin.
Communications with Colleagues in Departments
In last month's Bulletin I mentioned that each department has a contact person, who probably forwarded this Bulletin to you. If you are not sure who your contact person is, then please contact Liz.Hankinson@bristol.ac.uk or Sue.Battin@bristol.ac.uk and they will be able to tell you. Would it be useful if we had a list of departmental contacts on the web (i.e. those who agree to have their names so displayed)? Let us know your views.
A current theme in HE is that of widening
ESCalate recently won a bid for additional funds to develop resources to provide coherently organised, annotated and easily accessible resources linked to a web interface that effectively will be a 'one-stop-shop' for use in developing good practice in widening participation.
The Universities of Warwick, City College Manchester and Sheffield Hallam University with NIACE have been working together to develop a set of guidance materials to facilitate the work of delivering HE in Further Education Colleges, which will be the focus of much of the widening participation strategy of the government over the next 10 years or so. We will provide links to these materials when they are available. http://www.niace.org.uk/Conferences/HE/HEFE.htm
Last month HEFCE published 2002/48 Successful student diversity: Case studies
of practice in learning and teaching and widening participation. This is a collection
of 23 examples contributed by higher education institutions illustrating departmental
strategies and practices to widen participation in higher education. They reflect
practice in progress, and include contact details for further information. Although
they are not specific to Education, colleagues may find them of interest. The
case studies are presented in three main groupings associated with:
· widening participation, incorporating pre-access initiatives as well as recruitment and retention practices
· learning, teaching and assessment, illustrating relationships between departments and institutional strategies, especially those associated with devolved finance, and providing examples of cultural change
· disability, highlighting ways to provide support and adapt existing courses so that all students have a fair chance of succeeding.
The last two case studies, of integration, illustrate overlap between these three areas, in two very different contexts.
Course Directors Support Materials
ESCalate is currently working on a set of guidelines to assist new course directors to fulfil the role, which in many institutions has become much more complex in recent years. While each university has its own course director's guidelines, these are often focussed on university procedures. Rosemary Deem (Director) and the ESCalate researcher, Julie Anderson, are heading up this initiative.They have developed a questionnaire which will help to identify important aspects of the background, context, current workload and practices of those running programmes, so that ESCalate can then provide better and more focused support materials and events for course leaders. The questionnaire is on our website at http://www.escalate.ac.uk/Temporary/questionnaire.rtf. It consists of 16 questions, and you can reply in writing, or if you would prefer it, you can e-mail Julie and she can ring you to discuss your responses at a time mutually convenient. She can be contacted at Julie.Anderson@bristol.ac.uk Her phone number is 0117 928 7044 before December 19th or 0117 331 4290 from January 2nd 2003. Needless to say, all responses will be anonymised before any reference is made to them by ESCalate, removing anything that might identify an individual or institution.
Merry Christmas and a Happy New Year to all
All the best for the coming (calendar) year, and have a bit of a rest over the non-teaching period.