Now showing items 1-10 of 10
Evaluation of the Primary Science Quality Mark programme 2013-15
(University of Hertfordshire, 2016-06-13)
This large-scale research project was designed to explore the overall impact of the Primary Science Quality Mark (PSQM) Programme from 2013-15 and wider issues relating to primary science teaching, learning and subject ...
Reasons to be cheerful. Why teachers' beliefs could yet bring about change in schools.
Despite a plethora of high-stakes testing, constant scrutiny and the drudgery of meaningless data-collection, teachers preserve a notion of education and learning that goes beyond this.
Developing research-rich teaching: sharing strategies
There has long been a debate about the benefit of research-rich teaching (Hughes, 2005; Chetty and Lubin, 2010). Within early years settings, primary and secondary schools and other educational establishments there is now ...
Against Ideology: Democracy and the human interaction sphere
This chapter argues that democracy should not be seen as an ideology and that it is important to to be explicit about why this is the case. Its specific focus is the notion of holistic democracy. A distinction is drawn ...
Staff–student collaboration: student learning from working together to enhance educational practice in higher education
The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six ...
Distributed Leadership and Social Justice : Images and meanings from different positions across the school landscape
This paper reports data from a study investigating distributed leadership (DL) and its relationship to social justice and democratic values. The research comprised a case study of a UK secondary school, which describes ...
Innovative pedagogies: 'It's all about the shoes' - exploring the perspectives of others and ourselves in teacher education
This pedagogical approach aims to facilitate the development of professional empathy through exploring different perspectives. Our ‘walking in different shoes’ approach is drawn from years of experience and is appropriate ...