http://hdl.handle.net/2428/47374 Search the Channel search http://arrts.gtcni.org.uk/gtcni/simple-search http://hdl.handle.net/2428/49638 Title: Autonomy, conditions and constraints: some cross-cutting themes from ‘Learning How to Learn – in classrooms, schools and networks’<br/><br/>Authors: James, M; McCormick, R; Marshall, B; Pedder, D; Carmichael, P<br/><br/>Abstract: The project aimed to link research conducted across organisational levels – in classrooms, in schools and across networks. This paper provides an overview of the project at the end of the funding period. Although analysis had focused particularly on the separate levels, and some across level analysis remains to be done, several cross-cutting themes, linking our levels, have emerged: 1. Autonomy and agency. Our theoretical analysis led us to consider the development of learning autonomy as a central concept in learning how to learn (LHTL). Promoting learning autonomy also emerged as a key factor in our quantitative survey of teachers and is confirmed by our interviews and videos of classroom practice. All data sources point to the importance of teachers’ own sense of agency as crucial in creating the conditions for pupils’ voices to be heard and their autonomy to be enhanced. The application of formative principles in teachers’ own learning emerges as a strong theme. 2. Conditions for classroom change: support for teachers’ in-class learning Teacher learning and school support for such learning are key preconditions for the sustained promotion of LHTL in classrooms. Our data indicated that the conditions in project schools appeared to be conducive to teachers’ learning out of the classroom but less amenable to teachers’ learning with colleagues in the classroom. Yet, it was teachers’ in-class learning practices that were most strongly associated with their classroom promotion of LHTL. School conditions that underpinned teachers’ in-class learning practices centred on the development of a clear sense of direction, the promotion of staff development, the auditing of teachers’ expertise and support for teacher networking.3. Compliance and subversion as responses to the policy context. Interviews with headteachers and school co-ordinators revealed their concerns about leading learning in their schools within the context of prescriptive government policy. All schools were implementing government policies but with varying degrees of enthusiasm, locating themselves on a spectrum of compliance to subversion. Government policies were successful in leaving a depth of imprint on school practice and shaping the discourse which accompanied it. However, the greater the external pressure, the greater was the desire for flexibility, diversification and agency. http://hdl.handle.net/2428/49636 Title: Feedback and formative assessment in the workplace<br/><br/>Authors: Eraut, M http://hdl.handle.net/2428/49635 Title: Teaching controversial issues in a divided society: Learning from Northern Ireland<br/><br/>Authors: McCully, Alan<br/><br/>Abstract: The paper draws on the author’s professional experience as teacher, curriculum developer, researcher and teacher educator working with controversial issues in the context of the Northern Irish education system during thirty years of conflict and subsequent peace-building. It argues that while teaching controversial issues in any educational context offers challenges particular difficulties are faced in a society characterised by violent divisions around national identity, ethnicity or religion. Such situations can generate deep emotional reactions in students that override their capacity to engage in rational dialogue, or cause them to avoid such discourse at all. Facilitating understanding in these conditions requires specific responses on the part of the practitioner in order to establish a conducive and trusting environment for interaction.Arising from the collective experience of three major curriculum initiatives in the field the paper identifies ten points on which to build effective practice. In the conclusion these are placed in the context of recent writing on the relationship between education and divided societies. http://hdl.handle.net/2428/49634 Title: It ain't (simply) what you know, it's the way you communicate it: curriculum knowledge and communication<br/><br/>Authors: Edwards, R<br/><br/>Description: This is an article for practitioners, drawing mainly on the Scottish FE context for its examples. It presents the findings of the Literacies for Learning in Further Education research project regarding the literacy practices which mediate learning, teaching and assessment on FE courses. It focuses on differences between literacies for learning and literacies for assessment, between higher and lower level courses, between educational and occupational objectives, and on issues concerning progression. The downloadable pdf contains the whole SFEU publication; this article begins on page 14. http://hdl.handle.net/2428/49613 Title: Improving Subject Teaching<br/><br/>Authors: Millar, R; Leach, J; Osborne, J; Ratcliffe, M; Ametller, J; Bartholomew, H; Collins, S; Duschl, R; Hames, V; Hind, A; Lewis, J; Scott, P http://hdl.handle.net/2428/49593 Title: Interactive teaching with interactive technology<br/><br/>Authors: Kennewell, S<br/><br/>Abstract: Some of the recent initiatives which aim to improve teaching and learning in schools in the UK have promoted the idea of ‘interactive teaching’. Other schemes promote the use of interactive technologies for learning, yet no strategy has been developed for linking the two policies or investigating how interactive technology supports interactive teaching. This paper examines different interpretations of interactive teaching, considers why such teaching is believed to be more effective than approaches which place the teacher in a different role, and analyses the evidence concerning its effectiveness. It discusses what advantages, if any, the use of ICT offers to teachers pursuing interactive teaching approaches in the classroom, then characterises the ways in which ICT needs to be integrated into teachers’ pedagogical content knowledge if it is to support a move from ‘surface’ to ‘deep’ interactive teaching. Using a number of case studies drawn from research in primary and secondary schools, it explores how interactive teaching can be supported and improved using interactive technologies in the classroom. It concludes by considering the implications for forthcoming research into ICT and interactive teaching. http://hdl.handle.net/2428/49536 Title: Improving the research-practice interface: the impact of research-informed teaching materials on science teachers' practices<br/><br/>Authors: Millar, R; Hames, V<br/><br/>Description: The central issue addressed in this paper is the relationship between research and practice in science education. More specifically it explores the relationship between research on the learning of scientific ideas on the one hand, and classroom practices on the other. Much data has been collected in recent decades about students’ misconceptions, alternative ways of thinking and reasoning, and learning difficulties in many of the knowledge domains that are central to a scientific understanding of the natural world (see, for example, Driver et al., 1994; Pfundt & Duit, 1994). The impact of this body of research on classroom practice, or on the design and sequencing of instruction, official curricula and programmes of study is, however, rather less than we (as researchers) might wish. http://hdl.handle.net/2428/49553 Title: Teaching the nature of science in schools: what makes a lesson effective?<br/><br/>Authors: Bartholomew, H; Osborne, J; Ratcliffe, M<br/><br/>Description: The study on which this paper draws is one project within an ESRC funded network looking at evidence-based practice in science education (EPSE), and is concerned with the teaching of 'ideas and evidence' in school science lessons. In an initial phase, a three round Delphi study (Dalkey et al. 1963) asked a panel of 23 individuals drawn from 5 communities with an interest in science education – scientists, philosophers of science, sociologists of science, science educators and science teachers – about aspects of the nature of science that they felt should be part of the compulsory school science curriculum. http://hdl.handle.net/2428/49535 Title: Towards Evidence-Based Practice in Science Education<br/><br/>Authors: Millar, R; Leach, J; Osborne, J; Ratcliffe, M<br/><br/>Description: This summarising statement looks at the activities, outcomes, highlights and achievements of the project Towards Evidence-based Practice in Science Education. http://hdl.handle.net/2428/49533 Title: ACTS II Sustainable Thinking Classrooms<br/><br/>Authors: McGuinness, C; Sheehy, N