Using the Dynamic Model of Educational Effectiveness to explore development of practice by Teach First beginning teachers

Pressures on pupil achievement, alongside a rigorous inspection regime in English schools has arguably led to an increased interest in demonstrating the impact of beginning teachers on pupil attainment. Routes into teaching have come under intense scrutiny, not least the Teach First route (TF), which is seen as an expensive training model. Several impact studies have attempted to evaluate TF and its’ teachers, with mixed results (Darling-Hammond, 2006; Reynolds, Hopkins, Potter, & Chapman, 2001). This research builds on these findings and investigates the impact by TF beginning teachers using the Kyriakides, Creemers, and Antoniou (2009) dynamic model of educational effectiveness as a framework for analysis. Findings indicate that these teacher level factors are interrelated and not isolated characteristics. Participants move between these levels as the year progresses, and may do so in a non-linear, and non-sequential way. This study has added to an existing body of knowledge and indicates that further exploration of teacher impact is necessary, especially in terms of enabling teachers to assess their own impact on pupils, and to understand what it is they are doing that is making a differenc

The impact of doctoral studies on personal and professional lives

This research explores the impact of studying for the Doctorate of Education, (EdD) on the professional and personal lives of people undertaking this level of study. It builds on previous research in this area that identified tensions in the impact of professional doctorates (Burgess et al., 2011, Wellington and Sikes, 2006). A small case study approach was taken, using questionnaires and detailed semi-structured interviews to ascertain the views of the doctoral students. A unique approach to data analysis was taken using a modified version of Guskey’s model for teacher development, which provided a lens through which to focus the data. Findings indicate a significant impact on both professional and personal lives of the participants, evidenced in a variety of ways, and that the boundaries between professional and personal impact are often blurred. The findings contribute to a largely under-developed area of research, and indicate that further work is required to better prepare students for study at this level

Time travel for beginners … or How technology can be used for historical research

Using an educational historical research project about the life and work of Ada Byron, Countess of Lovelace (1815-1852) this paper explores the use of technology in educational historical research, and the tensions that arise when undertaking educational historical research. Although communications technology offers new ways of connecting researchers both to each other and, in this context, to their sources this can often be a double-edged sword. It can negate the need to actively locate and read primary sources in their physical form for this type of research, replacing this with digital views and digital images that can be cut and pasted. While this is convenient, it can remove some of the learning steps that come from physically engaging with primary sources, such as making notes and discussing them with the experienced librarians who curate them, as well more subtle issues such as the physical quality of the media in which the sources are contained. When we think about teaching and learning, the digital medium tends to be the one of choice for most of our students at some point in their learning career (S. Gorard & N., 1999). By examining both types of approach for educational historical research, it was possible to examine how technology can help or hinder this type of research

Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training

This paper reports on research that took place at Nottingham Trent University and Sheffield Hallam University, United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically web logs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should be on-going and assumptions about new teachers as champions of cascading innovative use of Web 2 technologies into their practice as NQTs may be over optimisti

Trainee teachers' use of blogs as private reflections for professional development

A collaborative research project between Sheffield Hallam University and Nottingham Trent University in the UK investigated the use of blogs with trainee teachers as an alternative to reflective paper-based diaries. An action research case study, involving focus groups of post-graduate (secondary) trainee teachers (one group from each University) was undertaken to determine attitudes and perceptions of blogging as an appropriate tool to support reflective professional development. The findings indicate that the use of blogs by the trainee teachers had a positive impact overall, and provide concrete evidence of their development as emerging professional teachers. Unlike traditional paper-based systems, blogs provided ongoing opportunities for the tutor to assist the trainees in their development as reflective practitioners. This paper seeks to share the findings of this research which the authors believe could be applicable to other areas of Higher Education.</p

A discourse analysis of trainee teacher identity in online discussion forums

Teacher education involves an identity transformation for trainees from being a student to being a teacher. This discourse analysis examined the online discussion board communications of a cohort of trainee teachers to better understand the situated identities of the trainees and how they were presented online. Their discussion board posts were the primary method of communication during placement periods and, as such, provided insight into how the trainees situated their identities in terms of being a student or being a teacher. During the analysis, the community boundaries, language and culture were explored along with the tutor's power and role in the identity transformation process. This involved looking at the lexis used by the students, the use of pronouns to refer to themselves and others such as teachers and pupils, the types of messages allowed in the community and the effect of the tutor's messages on their communication. The research found that the trainees felt comfortable with teaching but did not feel like teachers during the course. Tutors and school teachers need to develop an awareness of the dual nature of trainees' identities and help promote the transition from student to teacher. In the beginning of the course, trainees should be familiarised with teacher vocabulary and practical concepts in addition to pedagogical theory. Towards the end of the course, trainee identity as teachers could be promoted through the use of authentic assessments that mirror real teacher tasks and requirements

A review and synthesis of the use of social media in Initial Teacher Education

Several previous studies have reviewed the literature surrounding the use of technology in teacher education. This literature review takes a specific focus as it addresses the use of social media in initial teacher education. It seeks to explore what constitutes effective use of social media in supporting the development of new teachers in all sectors of initial teacher education (ITE), including Primary, Secondary, English Language Teaching (ELT) and Lifelong Learning. We seek to develop and share a deeper understanding of the relationship between social media and the participation and collaboration of pre-service teachers in initial teacher education. The findings of the review include issues surrounding community, pedagogy and design, and this synthesis provides a significant exploratory contribution to the development of effective teacher education and training across the UK curriculum

Das Dynamic Model of Educational Effectiveness als Grundlage für eine Untersuchung zur Praxisentwicklung bei beginnenden Teach-First-Lehrkräften

Pressures on pupil achievement, alongside a rigorous inspection regime in English schools has arguably led to an increased interest in demonstrating the impact of beginning teachers on pupil attainment. Routes into teaching have come under intense scrutiny, not least the Teach First route (TF), which is seen as an expensive training model. Several impact studies have attempted to evaluate TF and its’ teachers, with mixed results (Darling-Hammond, 2006; Reynolds, Hopkins, Potter, & Chapman, 2001). This research builds on these findings and investigates the impact by TF beginning teachers using the Kyriakides, Creemers, and Antoniou (2009) dynamic model of educational effectiveness as a framework for analysis. Findings indicate that these teacher level factors are interrelated and not isolated characteristics. Participants move between these levels as the year progresses, and may do so in a non-linear, and non-sequential way. This study has added to an existing body of knowledge and indicates that further exploration of teacher impact is necessary, especially in terms of enabling teachers to assess their own impact on pupils, and to understand what it is they are doing that is making a difference. (DIPF/Orig.)Erfolgsdruck bei Schülerinnen und Schülern entlang eines strengen Inspektionssystems in englischen Schulen führte zu einem erhöhten Forschungsinteresse am Einfluss beginnender Lehrkräfte auf Schülerleistungen. Damit rücken Ausbildungsgänge für Lehrkräfte, nicht zuletzt das kostspielige Ausbildungsmodell Teach First (TF), in den Fokus. Verschiedene Studien haben versucht, das TF-Programm und die Wirksamkeit der betreff enden Lehrkräfte für den Unterricht zu evaluieren, was gemischte Ergebnisse hervorbrachte (Darling- Hammond, 2006; Reynolds, Hopkins, Potter, & Chapman, 2001). Der vorliegende Artikel greift diese Erkenntnisse auf und untersucht den Einfluss beginnender TF-Lehrkräfte auf das Lernen von Schülerinnen und Schülern auf Grundlage des Dynamic Model of Educational Effectiveness nach Kyriakides, Creemers und Antoniou (2009). Die Ergebnisse zeigen, dass die verschiedenen Stufen der Lehrwirksamkeit in wechselseitigen Beziehungen miteinander stehen und nicht isoliert betrachtet werden können. Die teilnehmenden Lehrkräfte bewegen sich im Laufe des ersten Lehrjahres zwischen den Stufen in nicht-linearer und nicht-sequenzieller Weise. Die Studie bringt neue Erkenntnisse in ein bekanntes Forschungsgebiet und verdeutlicht die Notwendigkeit weiterer Erforschung von Lehrwirksamkeit, insbesondere im Hinblick auf Reflexionsmöglichkeiten des eigenen Lehrerhandelns. (DIPF/Orig.

The busy teacher educator's guide to developing assessment feedback

This article forms part of the ESCalate Help Directory for Teacher Educators and was written by Dr Alison Hramiak, of Sheffield Hallam University. The purpose of this document is to share some ideas on assessment and feedback in Higher Education - although the principles described could just as easily be implemented in other types of educational institutions. It is not intended as a formal academic document, rather, it is intended that the document be used to refresh practitioners on the whys and hows of assessment and feedback, with some practical advice on how to go about applying the principles described within the article. It is presented as an online article and a single Word document of some 4 page