272 research outputs found
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Applied Social Science for Early Years
No full textApplying social science subjects such as psychology, sociology, social policy and research methods to Early Years can help to raise standards and ensure good practice. These subjects inform much of the academic curriculum within many Early Years programmes and are subjects that make an important contribution to understanding children’s behaviour, growth and development. The book identifies, analyses and assesses how social science enriches Early Years as opposed to regarding Early Years and social science as distinct. Each chapter imaginatively introduces the main learning objectives and includes formative activities, which apply social science to particular themes to aid students’ cognitive skills
Support For Schools Pilot Activity Evaluation Report
Full text linkThe research evaluation has taken place from January - September 2015. The purpose of the research evaluation is to provide an assessment of the pilot project in view of the funding constraints that are currently being experienced by Middlesbrough Council (the evaluation had to be curtailed due to these funding restrictions). The evaluation has explored the views of selected participants associated with pilot project in order to reflect on what has been achieved as well as being able to make recommendations on how to develop the project in the future. The aim of the project is to improve the employability prospects of secondary school pupils within the Tees Valley region. Two local secondary schools have taken part in the pilot in Middlesbrough (Macmillan Academy and Outwood Academy). One of the schools (Macmillan Academy) has higher than average KS2 prior attainment scores (as noted in the proposal for the evaluation in December 2015, the Ofsted visit in May 2013 officially concluded that Macmillan Academy is a ‘good school’). In contrast, Oakfield Community College was previously deemed as being a ‘failing’ school. It was replaced by Outwood Academy in September 2013. The pilot project has attempted to discover if there has been a raised awareness of employability in both of these school contexts. The evaluation has explored the effectiveness of the pilot project. The researcher (Dr Ewan Ingleby) has adopted a qualitative inductive methodological approach in gathering the research data. As well as being part of the formal Council meetings about employability from January-June 2015, a series of loosely structured interviews were completed with key participants through July 2015. These interviews were transcribed professionally and NVivo 10 software was used to identify key themes mentioned by the research participants about the successes and weaknesses of the pilot project. The evaluation is based on delivering a ‘proof of concept’, in other words, a reflection on the feasibility of the pilot project. This reflection has been generated by attending meetings about employability with key stakeholders in Middlesbrough Council through 2014-2015, the research interviews and the subsequent identification of key themes from the research participants. All the participants have identified aspects of good practice alongside making suggestions for improving the pilot project. A key outcome of the evaluation is to offer recommendations for the potential ‘scaling up’ of the pilot project in order to help develop the employability potential of secondary school children in Middlesbrough and the wider Tees Valley. This occurs through the 4 presentation of four key research themes that are presented from page 10 of this report
Finding The Lost Years: The MFC Foundation Transition initiative Evaluation
Full text linkThe research evaluation has taken place from May – July 2017. The purpose of the evaluation is to provide an assessment of ‘The Transition Initiative’. The evaluation has explored the views of selected participants associated with the initiative in order to reflect on what has been achieved. The evaluation also makes recommendations on how to continue to develop the excellent work that is already being carried out by the staff from Middlesbrough Football Club Foundation (MFCF) in the future. The aim of the initiative is to improve the experiences of primary (‘year 6’) students who are moving into ‘year 7’ within the Tees Valley region. The initiative involves staff from MFCF who work alongside students in primary and secondary schools in Middlesbrough. The activities that are undertaken occur in the schools and at Middlesbrough Football Club and they are sports-based alongside linking to the formal school curriculum. The relationships that are established between the staff at the Foundation and the students are designed to help the children to settle more effectively into their secondary school. The initiative aims to discover what was referred to by one of the respondents as ‘the lost years’. As opposed to seeing children ‘drifting through’ their initial secondary school years, the project aims at building up the confidence of these students, which will also help them to raise their academic potential. The evaluation has explored the effectiveness of the project. The researcher (Dr Ewan Ingleby) has adopted a mixed-methods methodological approach in gathering the research data. Questionnaire data has been gathered from the students who have been involved with the initiative (n=209) alongside performance data from one of the secondary schools taking part in the project. Alongside this data, a series of 15 loosely structured interviews were completed with key participants from May to June 2017. These interviews were transcribed professionally and they identify key themes about the successes and future development of the project. The evaluation is based on delivering a ‘proof of concept’, in other words, a reflection on the feasibility of the initiative. This reflection is generated from the data sets that have been gathered about the transition initiative. All the research participants have identified aspects of excellent practice in terms of the effectiveness of the staff from MFCF and the impact that this work is having on young people in Middlesbrough. This represents a key finding of the evaluation
Finding The Lost Years: The MFC Foundation Transition initiative Evaluation
Full text linkThe research evaluation has taken place from May – July 2017. The purpose of the evaluation is to provide an assessment of ‘The Transition Initiative’. The evaluation has explored the views of selected participants associated with the initiative in order to reflect on what has been achieved. The evaluation also makes recommendations on how to continue to develop the excellent work that is already being carried out by the staff from Middlesbrough Football Club Foundation (MFCF) in the future. The aim of the initiative is to improve the experiences of primary (‘year 6’) students who are moving into ‘year 7’ within the Tees Valley region. The initiative involves staff from MFCF who work alongside students in primary and secondary schools in Middlesbrough. The activities that are undertaken occur in the schools and at Middlesbrough Football Club and they are sports-based alongside linking to the formal school curriculum. The relationships that are established between the staff at the Foundation and the students are designed to help the children to settle more effectively into their secondary school. The initiative aims to discover what was referred to by one of the respondents as ‘the lost years’. As opposed to seeing children ‘drifting through’ their initial secondary school years, the project aims at building up the confidence of these students, which will also help them to raise their academic potential. The evaluation has explored the effectiveness of the project. The researcher (Dr Ewan Ingleby) has adopted a mixed-methods methodological approach in gathering the research data. Questionnaire data has been gathered from the students who have been involved with the initiative (n=209) alongside performance data from one of the secondary schools taking part in the project. Alongside this data, a series of 15 loosely structured interviews were completed with key participants from May to June 2017. These interviews were transcribed professionally and they identify key themes about the successes and future development of the project. The evaluation is based on delivering a ‘proof of concept’, in other words, a reflection on the feasibility of the initiative. This reflection is generated from the data sets that have been gathered about the transition initiative. All the research participants have identified aspects of excellent practice in terms of the effectiveness of the staff from MFCF and the impact that this work is having on young people in Middlesbrough. This represents a key finding of the evaluation
Support For Schools Pilot Activity Evaluation Report
Full text linkThe research evaluation has taken place from January - September 2015. The purpose of the research evaluation is to provide an assessment of the pilot project in view of the funding constraints that are currently being experienced by Middlesbrough Council (the evaluation had to be curtailed due to these funding restrictions). The evaluation has explored the views of selected participants associated with pilot project in order to reflect on what has been achieved as well as being able to make recommendations on how to develop the project in the future. The aim of the project is to improve the employability prospects of secondary school pupils within the Tees Valley region. Two local secondary schools have taken part in the pilot in Middlesbrough (Macmillan Academy and Outwood Academy). One of the schools (Macmillan Academy) has higher than average KS2 prior attainment scores (as noted in the proposal for the evaluation in December 2015, the Ofsted visit in May 2013 officially concluded that Macmillan Academy is a ‘good school’). In contrast, Oakfield Community College was previously deemed as being a ‘failing’ school. It was replaced by Outwood Academy in September 2013. The pilot project has attempted to discover if there has been a raised awareness of employability in both of these school contexts. The evaluation has explored the effectiveness of the pilot project. The researcher (Dr Ewan Ingleby) has adopted a qualitative inductive methodological approach in gathering the research data. As well as being part of the formal Council meetings about employability from January-June 2015, a series of loosely structured interviews were completed with key participants through July 2015. These interviews were transcribed professionally and NVivo 10 software was used to identify key themes mentioned by the research participants about the successes and weaknesses of the pilot project. The evaluation is based on delivering a ‘proof of concept’, in other words, a reflection on the feasibility of the pilot project. This reflection has been generated by attending meetings about employability with key stakeholders in Middlesbrough Council through 2014-2015, the research interviews and the subsequent identification of key themes from the research participants. All the participants have identified aspects of good practice alongside making suggestions for improving the pilot project. A key outcome of the evaluation is to offer recommendations for the potential ‘scaling up’ of the pilot project in order to help develop the employability potential of secondary school children in Middlesbrough and the wider Tees Valley. This occurs through the 4 presentation of four key research themes that are presented from page 10 of this report
ESCALATE Final Project Report:‘The CPD (Continuing Professional Development) Needs of Mentors in Post-Compulsory ITT (Initial Teacher Training)’ [Project Name]
Full text linkThis research project has gathered qualitative data on mentoring within PCET ITT (Post-Compulsory Education and Training Initial Teacher Training). The research findings complement the work of Tedder and Lawy (2009) and Ingleby (2010). The research methodology draws on the conceptual framework of hermeneutics by developing Richardson’s (2000, 2004) process of ‘crystallisation’. This means that the methodological process has been influenced by Gadamer’s (2004) hermeneutics by placing what Urban (2008, p146) refers to as ‘the way we are in the world (ontology) before ‘the constitution of warranted knowledge (epistemology)’. The research findings are based on questionnaire data that has been gathered from 80 PCET ITT students and their mentors alongside semi-structured interview data from eight mentors
ESCALATE Final Project Report:‘The CPD (Continuing Professional Development) Needs of Mentors in Post-Compulsory ITT (Initial Teacher Training)’ [Project Name]
Full text linkThis research project has gathered qualitative data on mentoring within PCET ITT (Post-Compulsory Education and Training Initial Teacher Training). The research findings complement the work of Tedder and Lawy (2009) and Ingleby (2010). The research methodology draws on the conceptual framework of hermeneutics by developing Richardson’s (2000, 2004) process of ‘crystallisation’. This means that the methodological process has been influenced by Gadamer’s (2004) hermeneutics by placing what Urban (2008, p146) refers to as ‘the way we are in the world (ontology) before ‘the constitution of warranted knowledge (epistemology)’. The research findings are based on questionnaire data that has been gathered from 80 PCET ITT students and their mentors alongside semi-structured interview data from eight mentors
Professional development in pedagogy with technology in higher education: A brave new world?
Full text linkThis paper explores professional development and pedagogy with technology in higher education. The research participants come from a range of professional backgrounds. The findings are relevant to all three sub-themes of this year’s conference. The data is gathered from 23 academics who apply technology to their teaching with University students in England. The research is based on a qualitative inductive methodology. Loosely structured interviews have been completed with the research population to gather their views on professional development and pedagogy with technology. The findings reveal that a complex range of personal, social, and professional factors influence professional development and pedagogy with technology in higher education. The paper makes an original contribution to knowledge by outlining the challenges to professional development and pedagogy with technology in higher education. This builds on other work published in related areas (Bers 2008; Ingleby 2015; Yelland and Kilderry 2010)
Professional development in pedagogy with technology in higher education: A brave new world?
Full text linkThis paper explores professional development and pedagogy with technology in higher education. The research participants come from a range of professional backgrounds. The findings are relevant to all three sub-themes of this year’s conference. The data is gathered from 23 academics who apply technology to their teaching with University students in England. The research is based on a qualitative inductive methodology. Loosely structured interviews have been completed with the research population to gather their views on professional development and pedagogy with technology. The findings reveal that a complex range of personal, social, and professional factors influence professional development and pedagogy with technology in higher education. The paper makes an original contribution to knowledge by outlining the challenges to professional development and pedagogy with technology in higher education. This builds on other work published in related areas (Bers 2008; Ingleby 2015; Yelland and Kilderry 2010)
Essentials of business law / Ewan MacIntyre.
No full textIncludes bibliographical references and index.xxxiii, 464 pages.
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