Resources: Practice based research

17 resources found for "Practice based research"

Work-based Learning Pedagogies and Academic Development: This project aims to examine the pedagogical practices of tutors working on work-based learning (WBL) programmes in higher education, with the aim of producing a report with recommendations that can be used in the preparation of academic development courses for WBL tutors. It will be based at Middlesex University
M level PGCE pilot research project - UCET presentation: This resource features Research into Masters level PGCE Responses from delegates at UCET Conference, 9th November 2007 and a presentation about this project. Alison Jackson, of ESCalate ITE at the University of Cumbria was joined by Sandra Eady and Eamonn Pugh from the University of Cumbria to give a presentation outlining the background to the M level PGCE research project and sharing some of the early data with delegates. The resources also...
Developing research capabilities in FE lecturers through practitioner led action research: This is an ESCalate development project led by Ian Minty of the UHI Millennium Institute and completed in 2007. The main aim of this project was to help develop research skills in Further Education lecturers who are involved in both Further Education (FE) and Higher Education (HE) delivery by establishing a mainly online discussion group to support practitioners. Many staff within the colleges that form UHI now teach at both FE and HE level and...
Trainee teachers' physical and mental wellbeing: This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Jan Huyton and Lalage Sanders of UWIC (University of Wales Institute, Cardiff) about an ESCalate funded project. It details how the project is looking at the provision given to trainee teachers' physical and mental wellbeing, at university and during their school experience
Researching beginning science, maths and English teachers' pedagogies. Applying learning theory to inform enriched planning and practice: This is an ESCalate Developing Pedagogy and Practice grant awarded to Debra McGregor of the University of Wolverhampton in 2009. How do beginning science, maths and English trainees conceptualise their pedagogy? The researchers will apply learning theory lenses to analyze planning intentions and actual practice. The project explores contrasting ways novice teachers understand teaching and organise for learning in their particular subject...
Teacher Education Group (TEG): The TEG project team includes: Dr Moira Hulme, University of Glasgow; Professor Marion Jones, Liverpool John Moores University; Professor Pat Mahony, Roehampton University; Professor Jean Murray, (University of east London; Dr Karl Wall, Institute of Education, University of London; Research Support: Ian Hextall Between 2007 and 2009 the Teacher Education Group (TEG) worked under the auspices of the Teaching and Learning Research Programme...
Action research within east London post-compulsory provision: This is an attempt to disseminate the methodologies and outcomes of a piece of practitioner-based action research which was conducted at Newham Sixth Form College (‘NewVIc’) in the Plaistow area of east London. It was written by Warren Kidd and published by ESCalate. In order to best advance levels of teaching and learning, and to encourage innovation in the classroom, the college launched a peer-led coaching project. The action research...
ESCalate newsletter issue 15 - autumn 2009: This the ESCalate newsletter issue 15 - autumn 2009, Policy, Practice and Partnerships across the Nations. This latest edition of the termly ESCalate newsletter brings together articles from across the four UK nations. The pieces address a wide range of education topics from a nation's perspective. It looks at topics such as bilingualism, science education, professional development and sustainability in Wales, England, Scotland or Northern...
Resources from Students as researchers : novice to expert; the first annual ESCalate student conference: Students as researchers : novice to expert; the first annual ESCalate student conference was held in April 2009, for Education undergraduate, postgraduate and doctoral students to consider the value and purpose of small-scale personal research in education for both individuals and groups. The resources from this event include presentations on; The Research Process: from Inception to Dissemination; Students as researchers in the first year...
Joined up thinking needed between social work and education practitioners: This is an article from the ESCalate newsletter, spring 2010. At the end of last year the Social Work Taskforce published its final report "Building a safe and confident future". Jackie Rafferty writes about the importance of the reports findings for educationalists
Teacher education across the four nations: This is an article from the ESClate newsletter, issue 15, autumn 2009. Ian Menter continues his discussion (begun in ESCalate newsletter, issue 11) of teacher education research across the four nations. He reminds us of the TEG (Teacher Education Group) database of annotated research abstracts that support teacher educators engaged in research. Analysis of the TEG resource itself indicates that teacher education research is very much alive in the...
Resources from ESCalate at UCET 2010 : Teacher education futures across the four nations of the UK : perspectives from policy, research and practice: Resources from ESCalate at UCET 2010 : Teacher education futures across the four nations of the UK : perspectives from policy, research and practice 11-12 November 2010. Includes a presentation on learning from the research successful
CETTlers: This is an ESCalate development grant led by Diane Thurston of Newcastle College. Objectives The project aims to build capacity through the creation of a research culture. It will utilise and value the skills and experiences of practitioners, moving away from the image of teaching staff as ‘trusted servants rather than empowered professionals’ (Anderson et al quoting Avis 2003:502). As long ago as 1975 Stenhouse was calling for an increase in...
TEAN Workshops - Teacher Education Futures across the 4 nations of the UK: This is a piece of ESCalate commissioned work for the year 2010/11 and led by Alison Jackson of the University of Cumbria. TEAN (the Teacher Education Advancement Network) based at the University of Cumbria, will organise and run four workshops for ESCalate, one in each of the four countries of the UK. The workshops will respond to policy changes in each of the four nations and engage delegates in debate concerning current issues in Initial...
Teacher Education Research Network (TERN): The Project team: Professor Marion Jones, Liverpool John Moores University Professor Pat Mahony, Roehampton University Professor Olwen McNamara, University of Manchester Professor Ian Menter, University of Glasgow Professor Jean Murray, University of East London Dr Grant Stanley, Liverpool John Moores University The Teacher Education Research Network (TERN 2008-09) was a year-long project funded by the ESRC which ran from November 2008 to July...
The origins of the CETTnet practitioner network: This is an article from the ESCalate newsletter, summer 2010, celebrating 10 years of the education subject centre. Diane Thurston wanted to enable practitioners in the lifelong learning sector to research more into their own working contexts - she accessed ESCalate funding in order to do this and explains here how the CETTnet Research Network came about
LearnHigher: The main area of activity of this Centre for Excellence in Teaching and Learning is: sharing materials and expertise and building a research evidence base about student experience in 20 learning areas such as PDP, group work, assessment, etc. Includes all academic disciplines