Professional partnership between universities and schools: the use of a diagnostic tool to support development of student teachers’ professional skills

This paper describes a case study concerning a student teacher at risk of failing a teaching placement, who was supported by colleagues and university tutors through the use of a diagnostic tool in the form of a checklist. The checklist comprised a number of categories relating to aspects of teaching and learning within the classroom and was used consistently by staff to provide feedback to the student and as a basis for discussion and evaluation of his lessons. Scrutiny of the checklists, completed over a four week period, staff questionnaires and staff and student interviews indicate that the student and teaching staff found the tool user friendly and helpful in identifying areas of good practice and those requiring development. Other benefits for the student included the development of a pro-active approach to planning lessons and reflection on practice. The tool may be useful as a means of providing formative feedback and initiating dialogue relating to practice, particularly at an early stage of a teaching career

Towards a comprehensive pedagogical theory to inform lesson study: an editorial review

Purpose: This editorial review takes its agenda from issues about the meaning and use of variation theory in the context of Lesson Study, which have already been raised in previous issues of the journal. Its main purpose is to suggest a way of resolving such issues by locating variation theory in a broader framework of pedagogical theory. Runesson’s editorial commentary on articles in the special issue on the uses of pedagogical and learning theories in the context of Lesson Study suggest that they challenge the presumption that variation theory can be used as a basis for pre-specifying learning objectives in advance of teaching. This raises the issue of which approach to teaching the theory can be matched with; namely, teaching viewed as a technology or teaching viewed as an interactive process with students in which ends cannot be specified independently of the process. Also Hogan’s review of two recent books about Lesson and Learning Study in Issue 4.2 raises the issue about the extent to which the examples supplied abstract the experience of learning from questions about students’ motivation and attitudes in classrooms. Hogan suggests that the widespread use of learning theories, such as variation theory tends to distort the concept of learning employed in Learning Study by emphasizing its cognitive rather than emotional/attitudinal aspects. Approach: Elliott’s approach to the above issue is to pick up on Posch’s comments in the current issue, which suggest that variation theory has implications for student motivation that need to be made more conceptually explicit in the context of Lesson and Learning Study. He argues that this can be done by integrating it into Alexanders dialogic model of teaching and Stenhouse’s process model of curriculum development, and linking it with two related pedagogical theories that underpin these models; namely, ‘democratic pedagogy’ (Dewey) and ‘accelerated learning’ (Vygotsky). Research Implications: Such a conceptual integration of variation theory within a dialogic model of teaching throws light, Elliott argues, on Learning Study viewed as a form of educational action research. Practical Implications: This review article goes on to examine how the Lesson Studies depicted in issue 4.4 can be located in the light of the pedagogical framework and perspectives proposed

Becta review 2006. Evidence on the progress of ICT in education.

This is the review of the use and impact of ICT in the education system prior to the publication of the Government's e-Strategy for the education system, known as Harnessing Technology. The Review drew upon Becta's surveys of schools and FE colleges as well as other research to assess the impact of technology within the education system and the progress made in achieving Government policies in 2005-06

Aiming higher : the Plymouth and Peninsula Tri-Level Model (PPM) for school/HE links : putting the university into school and community

"This report outlines an innovative, effective model of school/higher education (HE) liaison, the Plymouth & Peninsula Model (PPM). The PPM is of major national and international importance. The defining quality of PPM is that it is a genuine partnership, with parity of esteem between HEIs, schools and local authorities (LAs), supported by other major stakeholders. The PPM is based upon firm research evidence, is highly cost effective and could be rolled out nationally to cover geographically all primary and secondary schools and college grouped in consortia" - page iii

Harnessing technology review 2007. Progress and impact of technology in education. Summary report.

This is the summary of the first review of the use and impact of ICT in the education system following the publication of the Government's e-Strategy for the education system, known as Harnessing Technology. The Review drew upon Becta's surveys of schools and FE colleges as well as other research to assess the impact of technology within the education system and the progress made in achieving the system outcomes of the policy

Effective classroom practice: a mixed-method study of influences and outcomes: a research paper

This brief paper reports findings from a two-year research project, funded by the ESRC, which identified, described and analyzed variation in effective primary and secondary school teachers’ classroom practice. The study also explored these practices in relation to different school contexts and teachers’ professional life phases in order to draw out relevant implications for policy and practice

Transforming High School Teaching and Learning: A District-wide Design

High school improvement is one of the most pressing issues facing American education but little attention has been paid to reform strategies that will improve teaching and learning. Drawing on the expertise of teachers, principals, superintendents, policy makers and researchers, a new paper from the Aspen Institute Program on Education, Transforming High School Teaching and Learning: A District-wide Design by Aspen Senior Fellow Judy Wurtzel, offers both a new framework and concrete suggestions for a new approach to high school improvement across an urban school district. The data on high school student performance and graduation rates make clear that significant increases in student achievement are necessary if all students are to graduate from high school fully prepared for post-secondary education, citizenship, and work. Recent high school reform has focused on organizational aspects of high school, particularly creating a wide variety of smaller schools, smaller learning communities, and alternative learning pathways to meet the needs of young people. However, while smaller schools may create the relationships and conditions that make high quality instruction possible, improved instruction and achievement does not flow directly from them. Given this track record, questions facing the high school reform movement include: -- What will it take to get high school instructional improvement that results in demonstrated increases in student learning? -- What supports do high school teachers need to be successful in improving instruction and from where will they get them? -- What changes affecting the professional role, knowledge, and skills of teachers are needed if reforms are to be successful? Though the ideas represented in the paper are not new -- some school districts and states have implemented some of elements described -- what is useful is the attempt to lay out a fairly comprehensive picture of high school instructional reform and to push the conversation about high school instructional improvement into some new territory. First, the paper builds on work done in many urban districts at the K- 8 level to create systems of "managed instruction," that is, deliberate efforts to align common curriculum and instructional materials, formative and benchmark assessments, extensive professional development, and instructional leaders who support a shared set of instructional practices. Second, the paper suggests how these approaches can be developed and implemented in ways that are both consistent with and reinforcing of a robust vision of teacher professionalism. Third, the paper recognizes the urgency of attracting and retaining a teacher workforce that embraces this new job description for high school teachers and can effect improvements in student learning. Finally, it is useful to note that this paper focuses primarily on the district role in improving high school instruction. This is because it seems increasingly clear that school districts are a key unit for instructional improvement. However, much of what is described here could be initiated or supported by states, by consortia of districts, or by networks of managed schools within or across districts