1,723,293 research outputs found
Learning through culture The DfES Museums and Galleries Education Programme; a guide to good practice
No full textDfES publication reference number DfES/0159/2002Available from British Library Document Supply Centre-DSC:m02/19680 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
Students’ views on HE learning environments for professional teacher education
No full textThere is a national debate about the connection between the physical environment and learning (McGregor, 2004) and the importance of designing the physical space to enhance the quality of learning (DfES, 2004, 2006, 2007; JISC, 2006; SMG 2006). This 2 year research project considers the views of 174 higher education students, who have undertaken professional initial teacher education programmes, on what makes an effective higher education learning environment for professional development and their evaluation of their current experience. Students views on enhancing the physical learning space for professional teacher education is explore
Meeting the potential for mentoring in Initial Teacher Education: mentors’ perspectives from the Lifelong Learning Sector
No full textThe Lifelong Learning Sector’s very diversity has produced a variety of mentoring practice, contested notions of subject pedagogy, and a continuum of mentoring from the ‘jobsworth’ to the master mentor. This article reports on two linked action research projects which investigate the context and challenges of mentoring in the Lifelong Learning Sector (LLS) following a raft of reforms to Initial Teacher Training (ITT) (DfES, 2002; DfES, 2004; Ofsted, 2003). In the research, mentors were asked to reflect on their experiences, interpretations of and training for their role and how they support subject pedagogy. The conclusion suggests that the government’s and regulatory bodies’ conflation of subject knowledge with subject pedagogy adds to the lack of coherent policy towards mentoring teacher trainees in the LLS; that mentor training should be re-focused; and that mentoring should be as well funded and supported in the LLS as it is in the schools sector
A Curriculum for Excellence: a review of approaches to recognising wider achievement
No full textThe is the report of work undertaken by the Quality in Education Centre of the University of Strathclyde on behalf of Learning and Teaching Scotland into Recognising WiderAchievements of young people both in and out of school.Desk research and empirical research were undertaken in January and February 2007. This short timescale inevitably limited the extent of the work undertaken. The views ofstakeholders were sought through interviews and questionnaires. Definitions of wider achievement have been emerging in the UK since four key areaswere identified by the DfES (DfES, 1984). These were recognised in 'National Records of Achievement' and included recognition of achievement (exams and other activities), motivation and personal development, curriculum organisation, and a document of recordthat is 'recognised and valued'. Further policy development in the 1990s and into this century raised further issues including the range of activities and variation in types oflearning, equity of access to opportunities, and challenges of assessment
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Writing in English as an Additional Language at Key Stage 2
No full text[Published without an abstract]. Introduction: Researchers from the University of Leeds were commissioned by the Department for Education and Skills (DfES) to conduct research into the writing of pupils at Key Stage 2
(KS2) who use English as an additional language (EAL) and who are defined as ‘advanced learners’, in that they have been in the UK for at least five years. Scripts produced by 264 pupils for the 2003 English National Curriculum Test (Writing) were analysed qualitatively and quantitatively to identify features of writing that pupils learning EAL handle less confidently than their peers who use English as a mother tongue (EMT). This research adds
to previous evidence gathered about EAL writing at Key Stage 4 (KS4) in an earlier, Ofstedfunded, project by the same author (Cameron 2003)
Learning through culture: the DfES Museums and Galleries Education Programme: a guide to good practice
No full textLearning through culture: the DfES Museums and Galleries Education Programme: a guide to good practic
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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