Consistency counts – or does it?

All stake holders in competency based teacher training systems share an interest in the consistency of assessment outcomes and practice. Assessment data from more than 200 trainees participating in Initial Teacher Training/Education (ITT/E) programmes and partnerships at a Higher Education (HE) provider in the Northwest of England were analysed during the academic year 2014-15. At four formal review points the overall teaching grades received by trainees were compared across five ITT/E programmes leading to Qualified Teacher Status (QTS). Several statistical approaches were employed and compared. All the methods indicated consistency of outcomes across the programmes for the final summative assessment. Two statistical methods were used to investigate the strength of correlations between grades awarded for individual teaching standards and the trainees’ overall teaching grades. Both demonstrated that all individual standards were positively correlated with overall teaching grades. The second and qualitative phase of the study is ongoing and uses Q-Analysis to illuminate these initial findings by seeking to identify clusters of subjectivity amongst mentors and tutors when prioritising statements about assessment. It is too early to report any results from this phase

Teachers’ perception of chemistry outreach work, especially in the context of children’s social demography

The aim of this current research is to investigate teachers’ perceptions of the purpose and impact of chemistry/science outreach work. Considering views of educators, both in training and practice, is an important area to explore as teachers are the gatekeepers to these experiences and consciously or subconsciously have their own views about the value of these programmes. In addition, the teacher can influence a child’s view of their scientific ability which can potentially inform an individual’s decisions and perceptions regarding science as a career. It is necessary for a teacher to be aware of their pivotal role within the classroom and how their own ‘habitus’ may have an impact on those whom they teach. This pilot study was an illustrative exercise to analyse a small sample of data and provide a focus for a subsequent main data collection where the level of response will be much higher. The study sought to answer the following question; what do teachers in the North-West of England think about chemistry based outreach programmes, especially in the context of children’s social demography? However, no ‘conclusions’ or generalisations are derived from this small sample itself, only emerging themes are discussed. These themes highlight how teachers may perceive chemistry/science outreach to be of greater importance the higher the educational level and how these programmes may provide experiences and opportunities for students from a lower socio-economic background

Teachers’ theories of intelligence and instruction in English secondary education

This paper explores the relationship of teachers’ intelligence beliefs and classroom instruction, in-particular teachers’ use of intelligence language. According to Dweck’s (1999) theory of intelligence, individuals can hold intelligence beliefs on a continuum from an entity theory, where intelligence is fixed, through to an incremental theory, with intelligence understood as malleable. Some research demonstrates congruence between teachers’ beliefs and practice; for example, teacher intelligence beliefs and praise language (Lin-Siegler, Dweck & Cohen, 2016). Other findings, however, report incongruence between the belief-practice relationship, such as intelligence beliefs and use of challenge (Rissanen, Kuusisto, Hanhimäki & Tirri, 2018a). Consequently, this study aims to further understand teachers’ belief-practice relationship in the classroom. Pilot data were collected through mixed-methods, consisting of Dweck’s (1999) intelligence theory questionnaire, video-recorded observations, and semi-structured interviews. Data were analysed using thematic analysis. Findings indicate that the belief-practice relationship is both congruent and incongruent; as teachers’ intelligence beliefs are not always enacted during instruction. Rather, intelligence belief and practice may be mediated by other personal beliefs and contextual factors, such as pre-determined target grades, class sets (low, mid, high), beliefs about students and student behaviour; however additional evidence is required

How do teachers communicate to students about forthcoming GCSE exams?:An observational study

High-stakes exams, such as the General Certificate of Secondary Education (GCSE), have significant consequences for students and educators, which affects how teachers communicate to students about these exams. This study aimed to explore communications about exams, in the classroom. Observations were conducted within 30 lessons in a secondary school in the North West of England. Thematic analysis of the data produced 4 higher order themes: Instructional practices, Grade point, Direction of message, and Efficacy appeals. The analysis suggests that teachers may use communications about exams for a variety of different purposes, including: motivating students to revise for their exams, controlling in-class behaviour, and providing guidance to students about preparing for their exams