Mentoring Student Teachers' Professional Thinking and Classroom Practice on an 11-18 Distance Learning PGCE: A Case Study of Post-16 Teaching and Challenge as a Mentor Strategy

This research investigates the mentoring needs and experiences of students on a part-time distance learning secondary PGCE in England and Wales. A case study of post-16 teaching was conducted on a sample of English students and mentors over a six month period, during which challenge was problematised as a mentor strategy. five research instruments were developed and used iteratively to generate qualitative data revealing student perceptions about post-16 teaching and mentor responses. The study reveals significant problems for student teachers as they learn to teach post-16, which were confirmed by mentors. First, that mentoring in relation to post-16 is inconsistent. What support is given varies greatly, and there is only limited evidence of challenge being used in a context which appears to warrant it as a training strategy. Second, and as a consequence, students feel underprepared at the end of the 11-18 PGCE for the demands of post-16 teaching. This is because mentors focus their training in areas other than post-16, reflecting the lack of attention to post-16 teaching in the Standards. Third, students invariably possess a false preconception of post-16 teaching, which mentors have not always been able to challenge. Little attention is given to effective post-16 teaching strategies in the lieterature, and mentors have shied away from discussing the contentions nature of the English canon post-16. fourth, students and mentors describe the demands of learning to teach post-16 differently to pre-16. the main issue is the need for students to be trained to differentiate their subject knowledge by effective teaching strategies, particularly in the divide between Year 11 and Year 12. The results impact on my own professional practice as a teacher educator, and illuminate more effective models of post-16 mentoring. The study concludes that a shared discourse about learning to teach post-16 needs to be in place. Challenge could then be used by mentors to develop student teacher professional thinking and classroom practice post-16. If students were consistently trained to teach post-16 more effectively, it is possible that pupils would benefit, leading to improved results

Lessons and lacunae? Practitioners’ suggestions for developing research-rich teaching and learning: Angles on innovation and change

This document is an Accepted Manuscript of an article published by Taylor & Francis Group in Innovations in Education and Teaching International on 16 April 2018, available online at: https://doi.org/10.1080/14703297.2018.1462226. Under embargo until 16 October 2019.This article explores a universal issue in higher education: how in practice can we secure the most productive relationships between the research universities pursue and the education they provide? It opens by drawing from three recent international literature reviews summarising research on research-teaching links, sometimes termed a ‘nexus’. It then proceeds inductively to analyse grounded empirical data from practitioners in an English post-1992 University. This data describes what participants think should change and where, to increase its amount and quality. To illuminate how things might change, the same data is then re-analysed deductively against six ‘lessons learnt’ from a 2012 review of literature examining the diffusion of innovative teaching and learning in higher education. Lessons are confirmed or lacunae pointed out, before the concluding discussion offers recommendations and observations for universities pursuing research-rich education.Peer reviewedFinal Accepted Versio

SALT Equalizer, Vol. 2009, Issue 2

Contents of This Issue: Deborah Waire Post & Margaret Martin Barry, Co-Presidents\u27 Column, at 1. Hazel Weiser, Executive Director\u27s Column, at 1. Tayyab Mahmud, SALT Board of Governors Elections: Meet the Candidates, at 4. Roberg Chang, Second Biennial Law School Leadership Workshop, at 6. Ruben Garcia, SALT-LatCrit Junior Faculty Development Workshop, at 6. Nancy Cook, Service Day in New Orleans, at 7. Ruben Garcia, 2010 SALT Annual Dinner to Honor Professor Frank Valdes, at 7. Hazel Weiser, Poverty Law Teaching Conference, at 7. Ngai Pindell, SALT Teaching Conference, at 8. Marjorie Cohn, Panel on Lawyer Liability for Torture Memos, at 8. Deborah Waire Post, 2009 Cover Workshop, at 9. Deborah Waire Post, 2009 SALT Annual Dinner, at 10. Susan Feathers, 2009 Grillo Retreat, at 11. Deborah Waire Post, 2009 Cover Retreat, at 12. Hazel Weiser, Teaching in the Moment Workshop, at 14. Jane Dolkart, SALT’s LGBT Committee Report, at 15. Deborah Waire Post, Human Rights Committee Report, at 15. Judicial/Governmental Nominations Committee Report, at 16. Deborah Waire Post, Issues in Legal Education Committee Report, at 17. Hazel Weiser, Salt Staff News, at 18. New Salt Equalizer Schedule, at 19

Teaching energy conservation as a unifying principle in physics

In this work we present the design and assessment of a teaching sequence aimed at introducing the principle of energy conservation at post-compulsory secondary school level (16-18 year olds). The proposal is based on the result of research into teaching-learning difficulties and on the analysis of the physics framework. Evidence is shown that this teaching sequence, together with the methodology used in the classroom, may result in students having a better grasp of the principle of energy conservation. Keywords Physics education · Energy conceptions · Teaching activitie

A New Learning and Skills Landscape? The central role of the Learning and Skills Council

This is the first paper from a project which is part of the Economic and Social Research Council’s Programme of research into “Teaching and Learning”. The project, entitled “The Impact of Policy on Learning and Inclusion in the New Learning and Skills Sector”, explores what impact the efforts to create a single learning and skills system (LSS) are having on teaching, learning, assessment and inclusion for three marginalised groups of post-16 learners. Drawing primarily on policy documents and 62 in-depth interviews with national, regional and local policymakers in England, the paper points to a complex, confusing and constantly changing landscape; in particular, it deals with the formation, early years and recent reorganisation of the Learning and Skills Council (LSC), its roles, relations with Government, its rather limited power, its partnerships and likely futures. While the formation of a more unified LSS is broadly seen as a necessary step in overcoming the fragmentation and inequalities of the previous post-16 sector, interviewees also highlighted problems, some of which may not simply abate with the passing of time. Political expectations of change are high, but the LSC and its partners are expected to carry through ‘transformational’ strategies without the necessary ‘tools for the job’. In addition, some features of the LSS policy landscape still remain unreformed or need to be reorganised. The LSC and its partners are at the receiving end of a series of policy drivers (eg planning, funding, targets, inspection and initiatives) that may have partial or even perverse effects on the groups of marginalised learners we are studying

THE EFFECTIVENESS OF VIDEO MEETING AS THE ONLINE LEARNING MEDIA TO INCREASE SPEAKING ABILITY OF 8TH GRADERS AT SMP N 3 BOJONEGORO

In the case of the COVID-19 pandemic, online learning has become an education new program to replace face-to-face learning at school. Thus, online learning activities between teacher and student can be conducted through video meeting as a teaching media without the need for in-person encounters. However, in its implementation, in English subject students have difficulty expressing and understanding the material on how to speak properly with the obstacle of not being able to meet face-to-face. In that case, this study aims to examine the effectiveness of video meeting as teaching media to increase students’ speaking ability. This study used a quantitative approach with pre-experimental one group pre-test post-test design. The population of this study is 8th grades students of SMP N 3 Bojonegoro. The number of samples was 32 students from the 8-B class. The technique used to obtain data in this study is a pre-test and post-test with the instrument was a speaking test: a dialogue test. The data were collected by students’ assessment scores in pre-test post-test, and statistical measurement using the statistical analysis program Software Statistical Package for The Social Sciences (SPSS) 16 For Windows Data. Furthermore, the data analyzed used in this study are descriptive and inferential analysis. Based on the research findings, it is shown that the students got better improvement in speaking when taught by video meeting on online learning. It was shown by the difference in the mean score of the pre-test 62.28 and post-test 66.66. Then, the data analysis using paired t-test with SPSS 16 showed that sig. p. value = 0.000 < α = 0.05 that indicates H0 rejected and Ha accepted. Hence, it can be concluded that there is effectiveness in students' speaking ability by using video meeting as the online learning media, especially for the 8th graders

Curricula models for teaching critical and contextual studies

This article is a review of my book ‘Integrating Critical and Contextual Studies in Art and Design: possibilities for post-compulsory education’, in which I examine, at post-16, the relationship between studio practice and critical and contextual studies (CCS). I argue for discrete delivery of CCS as a support to, rather than a deterrent to, integration.Rintoul, J (2018) Curricula models for teaching Critical and Contextual Studies in Leach, S (Ed) AD magazine (NSEAD), issue 22, April 2018, pp.16-1

Improving Reading Comprehension of the Eighth Grade Students Through Just-in-time Teaching Technique

The objective of this research was to find out that Just-in-Time Teaching (JiTT) technique could improve reading comprehension of the eighth grade students at MTs Al-Istiqamah Ngata Baru. The research was pre-experimental design. The researcher employed purposive sampling technique and applied one group pre-test and post-test design. The data were collected through pre-test and post-test and analyzed statistically. The mean score of the students in the pre-test was 34.37 and the post-test was 66.60. By applying one-tailed test with 0.05 level of significance and the degree of freedom (df) was (16-1) 15, it was found that the t-counted was greater than t-table. t-counted was 11.548 while t-table was 1.753. Based on the result of analysis, the hypothesis was accepted because the researcher found that there was a significant difference from the application of Just-in-Time Teaching technique in improving students' reading comprehension. In conclusion, the use of Just-in-Time Teaching technique can improve reading comprehension of the eighth grade students at MTs Al-Istiqamah Ngata Baru. Keywords: Improving, Reading Comprehension, Just-in-Time Teachin

Education students, employers and employability: a report on a small scale project in 2004

This paper reports on a project which investigated education courses in terms of the employability of graduates at one English post '92 institution. The paper examines the initial findings from the project. These include data from a survey of a hundred and twenty seven undergraduates, focus group interviews with both students and staff and a student workshop. A small number of employers also give their views. Employability isn't an issue for Education graduates. They always get jobs don't they? But what about the increasing number coming through on Education courses that have no vocational element? What do such graduates do? Not all of them want to go into teaching. That's why they chose to do a degree without QTS ( qualified teacher status). How do employers view their qualifications? What do they need to do to secure that perfect job? And what are the prospects for their careers in the long term? This paper reports on a recent project which investigated Education courses in terms of the employability of graduates at one English post '92 institution. The paper examines the initial findings from the project. These include data from a survey of a hundred and twenty seven undergraduates, focus group interviews with both students and staff and a student workshop. A small number of employers also give their views. It is presented as a Word document of some 16 page

Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing

The purpose of this study was to compare the effect of content-based and task-based instruction in a critical thinking setting on EFL learners’ writing. Accordingly, 60 female learners out of a total number of 90 intermediate learners studying at a language school in Tehran were selected after taking a piloted sample of the Preliminary English Test (PET) for homogenization prior to the study. Subsequently, they were put into two experimental groups: 30 learners in the content-based teaching group and 30 learners undergoing the task-based teaching treatment. Both experimental groups experienced the two teaching approaches in a critical thinking setting. A sample PET writing was administered as the post-test of the study after 16 sessions of treatment spanning nine weeks. A comparison of the mean scores of the two groups on this post-test through an independent samples t-test revealed that there was no significant difference between the two groups at the post-test. The probable reason for this result together with the pedagogical implications of this study and the suggestions for further research are elaborated extensively in the paper