Resources: Research

39 resources found for "Research"
A UK community of ITE practice in Education for Sustainable Development
This research project was funded by ESCalate and led by Sally Inman of London South Bank University. It set out to establish and sustain a UK network of ESD within ITE. The outcomes of the project included: • An active community of practice in ESD • E library of research in ESD and ITE • Academic and professional articles on ESD and ITE • ITE ESD web site as part of ESCalate and CCCI websites for ongoing networking, discussion and support...
Arts and Humanities Research Council
The Arts and Humanities Research Council supports research within a huge subject domain from traditional humanities subjects, such as history, modern languages and English literature, to the creative and performing arts.The AHRC funds research and postgraduate study within the UK's higher education institutions. In addition, on behalf of the Higher Education Funding Council for England, it provides funding for museums, galleries and collections...
Busy teacher educator guide to getting your conference paper accepted / writing an abstract for an education conference
The Busy teacher educator guide to getting your conference paper accepted / writing an abstract for an education conference is written by Sue Bloxham and Alison Jackson, of ESCalate at the University of Cumbria. It forms part of the ESCalate Hep Directory for Teacher Educators. It has been developed out of workshops that have run for several years on writing abstracts for conferences. It covers targeting conferences, advice on structure, writing...
Developing a systematic approach towards impact field research
This is a collaborative ESCalate research project on behalf of the South West Regional Group for Professional Development (SWRGPD), to coordinate and build upon the good practice development of the members of the SWRGPD and disseminate results in partnership with UCET et al. Recent changes in HE accredited postgraduate funding arrangements by the Training and Development Agency (TDA) for schools has seen the introduction of a new scheme called...
Developing Good Pedagogical Practice in Research Training Programmes for Professional Doctorate Education
This project will investigate what might constitute good pedagogical practice in research training programmes for professional doctorate education. The project is located in the context of the recently published revised ESRC Guidelines for 1+3 postgraduate doctoral education (and their present review). These stress the importance of dedicated high quality initial research training and the transferability of skills, and include an enhanced...
Developing students as researchers
This article authored by Mick Healey and Alan Jenkins describes the importance of research within the undergraduate curriculum. It argues that all undergraduate students in all higher education institutions should experience learning through and about research. This was originally published in UC Magazine, October 2008, p17-19, (Magazine of University and College Union). It also gives a list of useful websites
Developing teaching and learning programmes for new lecturers in higher education to allow for exploration of the link between research and teaching : a collaborative UK / Canadian project
This is an ESCalate development project led by Lisa Lucas of the University of Bristol and completed in 2009. It looks at teaching and learning programmes for new lecturers in the UK and Canada, specifically the link between research and teaching. The aim of this project was to develop innovative materials and activities, and collect best practice examples that focus on the link between research and teaching that can be utilised within...
DRAFT - Working professionally with the unexpected
Education programmes use a wide range of strategies to develop reflexive engagement with the experience of learning. This paper focuses on one particular strategy - group work - and the challenges it presents for teachers and undergraduate students. Students and tutors often bring 'unfinished personal business' into teaching and learning environments. Group work experiences and education courses which focus on personal development are...
Draft paper - An account of research into the anxiety pupils and students may experience when answering questions and presenting whole class contexts, with a focus on the coping strategies the learners may employ
This draft paper has been written by Dr Julie Anderson of ESCalate and looks at how students cope with the stress of answering questions, giving presentations and other whole class situations. This is a draft paper of an account of research into the anxiety pupils and students may experience when answering questions and presenting whole class contexts, with a focus on the coping strategies the learners may employ, as described by the author,...
DRAFT PAPER 3 "Pretty scary! An account of research on how pupils and students experience answering questions and presenting in whole class contexts, with a focus on what coping strategies they employ."
Presentation by Dr Julie Anderson at the International Society for the Scholarship of Teaching & Learning (ISSOTL) Conference 2007.Introduction: On reading John Holt’s book How Children Fail in the 1990s when still working full time as a school teacher of Year 5 pupils, I was taken aback by his description of the fear and anxiety pupils told him they felt when being asked questions in his classroom. He came over as a caring, supportive...
Economic and Social Research Council (ESRC)
The Economic and Social Research Council (ESRC) is the UK's leading research funding and training agency addressing economic and social concerns. We aim to provide high quality research on issues of importance to business, the public sector and government
ESCalate and the University of Exeter's Students as Change Agents project
This is a set of practitioner resources for those wanting to set up student-based research projects in their institutions. the University of Exeter, ESCalate and the HEA have produced a booklet called Students as Change Agents (which is downloadable in PDF) or available in limited numbers in print. There is also a review of current literature on student engagement, some short case studies and practical resources available here
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...
ESCalate newsletter, issue 14, summer 2009
This is the ESCalate newsletter, issue 14, summer 2009 which focusses on research in education - sharing stories, sharing expertise. It was edited by Fiona Hyland (ESCalate Researcher) and Rachel Segal (Assistant Director - Research and Evaluation, Higher Education Academy). This collection of articles takes the reader through the research process, from getting your work published, to the 'researcher experience', and what ESCalate can offer in...
ESCalate seeks to focus its work on maintaining useful links between teaching, research and learning
This is the editorial column from the ESCalate Newsletter, Autumn 2008 written by ESCalate Director Dr Tony Brown. This is just as difficult for an organisation as it is for individual teachers, many of whom are expected to balance a heavy teaching load with pedagogic and other research in their area of expertise. There are challenges for education researchers too in finding practical ways to make research findings accessible to teachers and...
Exploring Online Research Methods in a Virtual Training Environment
'Exploring Online Research Methods in a Virtual Training Environment' by Clare Madge, Henrietta O'Connor, Rob Shaw, Jane Wellens and Tristram Hooley (University of Leicester) has been developed as part of the as part of the ESRC's Research Methods Programme (Phase 2). The Training resource aims to enhance understanding of online research methods through the production and evaluation of a training portal targeted at the social science community....
Forging the links: Raising Awareness of Diversity Issues in Primary and Secondary MFL ITE
Objectives To investigate the benefits of integrating an understanding of diversity issues within the study of modern foreign languages for (Initial Teacher Education ) ITE students undertaking Primary and Secondary PGCE courses . To investigate the attitudes about issues of diversity of key trainers in MFL, and their willingness to allow ITE student teachers to “try something new and different” in their school based practice . To...
Getting your assessment, learning and teaching research published
This is an article from the ESCalate newsletter, issue 14, summer 2009 by Sally Brown of Leeds Metropolitan University. It details ways of getting your research published, some reasons for choosing to write and tips for making the most of writing
In conversation with ... Andrew Pollard
This is an article from the ESCalate newsletter, issue 14, summer 2009 featuring an interview with Professor Andrew Pollard, the outgoing Director of the Teaching and Learning Research Programme (TLRP). He answers questions from Fiona Hyland of ESCalate about the state of Education research today and developments for the future
Joseph Rowntree Foundation
The Joseph Rowntree Foundation is one of the largest social policy research and development charities in the UK, spending about £7 million a year on a research and development programme that seeks to better understand the causes of social difficulties and explore ways of overcoming them.
Learning from the Research Successful
This is a piece of ESCalate commissioned work for 2010/11 led by Professor Jean Murray (Cass School of Education, University of East London). It is a questionnaire and interview-based study of the learning life histories of a purposive sample of established researchers in teacher education. Its aims are: to explore the experiences of established researchers and the socio-cultural factors which support their development in the professional field...
M Level PGCE
The ideas here are presented by delegates who attended the ESCalate ITE M level PGCE seminar at the University of Gloucestershire on January 9th 2007 and it forms part of the ESCalate Help Directory for Teacher Educators. Discussions covered the following topic areas: * Staff development; * School-baesd research; * Curriculum structure and content; * Student induction and support; * Admissions and support. There was lively...
M Level PGCE Questionnaire
At the second ESCalate M level PGCE seminar held at Liverpool John Moores University on 2nd March 2007, delegates were asked if they would fill in a questionnaire concerning their provision of M level PGCE. The following document is the result of that survey. The text summarises the findings, while the full summary and the details of the responses are available to download as a PDF. It forms part of the ESCalate Help Directory for Teacher...
Neuroscience and Education: Issues and Opportunities
This publication unites two of the Economic and Social Research Council’s principal concerns. It promotes discussion of the link between education and neuroscience. The brain is the principal organ involved in learning. It is natural that our increased knowledge of its working can inform educational practice. But as they also make clear, attempts to introduce neuroscience approaches into the classroom have to date been of mixed quality
New developments to enhance community engagement through EvidenceNet
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Alex Buckley of the Higher Education Academy (HEA). The article outlines some of the new ways the HEA's EvidenceNet has updated its service to users. EvidenceNet is a web based service to access practice and policy based resources
Nothing ventured, nothing gained
This is an article from the ESCalate newsletter, spring 2010. Charlotte Young, a new researcher, received an ESCalate award to attend the FACE Conference 2009. Here she tells us about her research and the impact that going to the conference has had on her work
Pitching it right
Angela Jaap writes for the ESCalate newsletter, summer 2010 on how she managed to secure funding from ESCalate for research into the influences that shape musical development in children
Pupil anxiety when answering questions - powerpoint slides
An account of research into the anxiety pupils and students may experience when answering questions and presenting in whole class contexts, with a focus on the coping strategies the learners may employ Presentation given at European Educational Research Association Conference Ghent September 2007
Putting the ‘Professional’ Into Practice: Using student action research projects to enhance employer engagement
Lynn McCann writes about how action research projects at Liverpool Hope University give benefits to both the student and the employer. Small action research projects are carried out by third year Education Studies students, as work placements. Examples are: research on community-based respite care, benefits of volunteering and the history of a law firm. These equip students with a wide range of transferable skills and approaches, which are...
Reflections of a personal research journey
This is an article from the ESCalate newsletter, issue 14, summer 2009 by Alison Hramiak and Helen Boulton. The article outlines the process the two authors went through to come together and produce their research material
Research informed pedagogy for the 21st century teacher
This is an ESCalate Developing Pedagogy and Practice grant awarded to Simon Hoult of Canterbury Christ Church University. We wish to develop our pedagogic and curriculum approaches to our initial teacher education programmes in order to develop student learning that is underpinned by research informed teaching and learning. This will enable us to initially respond (by modelling) and then provide a scholarly critical underpinning to a range of...
Science Shops Wales
This is an article from the ESCalate newsletter, issue 15, autumn 2009. Kim Treasure of the University of Glamorgan introduces Science Shops Wales. Science Shops Wales offers an example of the way in which the greater ease and speed of movement from idea to action in the devolved nations can not only connect academia to the so-called ‘real-world’ in a way which is all too rare but also provide a model for similar projects throughout the UK. It...
Students as researchers : novice to expert
This is an article from the ESCalate newsletter, issue 14, summer 2009 reporting on the first ESCalate student conference - Students as researchers : novice to expert - held on Monday 20th April 2009, at the Lakeside Centre, Birmingham. The article gives a flavour of the day and what was covered in the different sessions
Teaching and research relationship : developing institutional policy and practice
This external resource provides a list of the presentations given at a Higher Education Academy Conference. The Conference theme was: The Teaching and Research Relationship: Developing Institutional Policy and Practice, the conference was held at the Cavendish centre in London on the 8th November 2005. This site also provides links to the full text of all presentations given. Presentations given include: Linking research and teaching through...
The Doctorate : stories of knowledge, power and becoming
This is a series of stories from a diverse group of people who were asked to write about their experiences of being doctoral students, edited by Tony Brown, Director of ESCalate, and published as part of the Discussions in Education Series. A collection of stories from a range of writers who have all been through the experience of completing a PhD. The publication is likely to have resonance for colleagues and students working in any number of...
The Education of Gifted and Talented Children in Music
The research will explore the restricted identification of musical ability and potential in the classroom and the way identification is impeded by narrow and largely inaccurate social constructions and definitions of gift and talent. The broad focus will be to look at how society frames definitions of gift and talent. The specific focus will be to examine how musical gift and talent are defined. The project aims to provide teachers with...
The First Year Experience in Continuing Education
The onset of the twenty-first century has brought a marked change in the role of Lifelong Learning/Continuing Education. As higher education has adapted to meet increasingly diverse demands from a more heterogeneous student population, lifelong learning departments have been required to adopt a wider institutional role enabling diverse learner needs to be met through enhanced flexibility of provision in its widest sense. This flexibility...
The use of “videopapers” in professional learning and assessment
PGCE student teachers (or for that matter new university tutors engaged in professional education in HE) often find it difficult to “see” what is going on in their classrooms. They can further experience difficulties in linking theory with observations of experienced teachers and tutors and their own practice. Assessment in the past has often entailed traditional submissions such as essays, observation tasks, portfolios and analogue video...
Touching hearts and minds
This is an article from the ESCalate newsletter, summer 2010, celebrating 10 years of the education subject centre. Bart McGettrick outlines the support that ESCalate has provided to those involved in academic research and the way it has helped them to make their work known to a wider audience