Exploring practice and participation in transition to postgraduate social science study

This project aims to understand the processes of inclusion and transition into postgraduate education. Whilst there has been a research focus on transitions in schools and transitions to undergraduate study, postgraduate study has largely been ignored. This project includes the voices of both staff and students in generating data that has enabled the formulation of practical recommendations to HEIs surrounding the design of postgraduate learning environments and, importantly, recommendations for students and staff for managing learning and ensuring inclusion

New Pathways: evaluating the implementation of a major work- related programme in Northern England

The evaluative research upon which this paper is based is focussed on the implementation of a three-year programme “Pathways to Success” (usually shortened to “Pathways”) in South Yorkshire, England. It is part of a much larger regional regeneration project funded by the European Social Fund (ESF) from 2001-2004. The Pathways programme is concerned with developing innovative curricula for the 14-19 age range in four Local Education Authorities (LEAs)1 and is taking place in 76 secondary (high) schools. A team from Sheffield Hallam University was responsible for evaluating the success of the Pathways programme and our findings reported here refer to the first year of implementation.</p

Managing ineffective secondary schools in Lejweleputswa district

Thesis (M. Ed.) Humanities)) -- Central University of Technology, Free state, 2013In this study, the researcher used literature review and empirical investigation to: * establish management styles that are adopted in both effective and ineffective secondary schools; * examine the main causes of secondary schools’ ineffectiveness; and * determine and recommend guidelines for the effective implementation of participative management styles in ineffective secondary schools. The research method consisted of an investigation in which a sample of two hundred educators in Lejweleputswa district in the Free State was involved. In order to determine the effective ways of managing ineffective secondary schools, each respondent completed a questionnaire. The empirical research was undertaken to gather information that could provide answers to the following research questions: * What management styles are adopted in both effective and ineffective secondary schools? * What are the main causes of ineffectiveness in secondary schools? * In what way can participative management styles change the status of ineffective secondary schools? The literature survey conducted by the researcher showed that leadership styles that are used as a measure for the effective management of secondary schools are effective. Effective management is developed and enhanced with the use of various leadership styles. The empirical investigation shows that: * educational activities presented are learner-centred * learner development is promoted through a well-designed academic programme * learner performance is regularly monitored * schools show appreciation for learners’ effort and success * learning environments are learner-friendly * educators are involved in decisions that have an effect on their employment * educators work together as co-workers to improve on their teaching practices * educators are provided with opportunities to upgrade their teaching skills * school management teams (SMT) delegate authority to their subordinates * educators turn teaching and learning into challenges that promote creative problem-solving skills * educators work effectively with parents and the community * educators do not work in isolation * there is no lack of social interaction among educators * educators do not find it difficult to control classroom events The researcher provided recommendations for the above findings. The recommendations were highlighted in chapter five. These recommendations proved to promote effective ways of managing ineffective secondary schools

Maximizing Competency Education and Blended Learning: Insights from Experts

In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

Re-conceptualising learning-centred (instructional) leadership: an obsolete concept in need of renovation

For more than thirty years, ‘instructional leadership’ has been at the forefront of research and practice in school effectiveness and improvement. Governments, employers, universities and professional developers, all see it as a mainstay of raising school and student performance. Wave-after-wave of educational policy reforms during this period have changed school environments, widening and deepening the (instructional) leadership roles and functions of principals and other school leaders. Terminology has changed – while Americans still use ‘instructional leadership’, others prefer ‘learning-centred’ and ‘leadership-for -learning’, disputing whether they encompass the same or different meanings. Yet curiously, the concept itself – as defined and measured by academic researchers and scholars - has changed relatively little since Hallinger and Murphy’s first seminal contribution in 1985. This paper argues the case for wholesale renovation of the concept if it is to maintain relevance going forward. The case is supported by important and powerful trends in policy and practice

Teacher and child talk in active learning and whole-class contexts : some implications for children from economically less advantaged home backgrounds

This paper reports the experiences of 150 children and six primary teachers when active learning pedagogies were introduced into the first year of primary schools. Although active learning increased the amount of talk between children, those from socio-economically advantaged homes talked more than those from less advantaged homes. Also, individual children experienced very little time engaged in high-quality talk with the teacher, despite the teachers spending over one-third of their time responding to children's needs and interests. Contextual differences, such as the different staffing ratios in schools and pre-schools,may affect how well the benefits of active learning transfer from preschool contexts into primary schools. Policy-makers and teachers should pay particular attention to the implications of this for the education of children from economically less advantaged home backgrounds