Do lecturers delivering Higher Education in Further Education desire to conduct research?

This article considers the views and perceptions of lecturers delivering Higher Education Business Programmes (HEBPs) in Further Education Colleges (FECs) on whether they desire to undertake research, thus enabling them to both become, and be viewed as specialists in their subjects. The methodology employed was from an interpretivist perspective, with a view to understand how lecturers interpret research, and whether they see it as part of their role. Twenty-six in-depth interviews were conducted throughout the Yorkshire and Humber region in the United Kingdom (UK). Some of the key findings were that although some lecturers would like to undertake research to specialise in their subject area, they felt that they did not have neither the time, or support of their individual institution

Teacher judgments and pupils\u2019 causal explanations: Social valorization of effort-based explanations in school context

Achievement evaluation in school contexts may be considered as a kind of social judgement affected by social and moral determinants, since it is not merely an estimation of pupils\u2019 accomplishment. Teachers\u2019 judgments have been investigated, starting from the analysis of two theoretical approaches: the norm of internality (Dubois, 2003), and the attributional approach to social motivation (Weiner, 2006). In order to study the social valorization of internal explanations referring to effort in school context, an empirical research has been conducted. Our study investigates how teachers evaluate fictitious pupils, which are supposed to explain events by means of different types of causal explanations. According to our results, pupils providing effort-based explanations receive more positive judgments. Findings are discussed by considering effort as a key principle of school environments