1,720,978 research outputs found
Challenging the PhD: managing the alignment of an EdD programme alongside a traditional PhD pathway.
Get PDFKeynote paper at 1st International Conference for Professional Doctorates, November 2010The impact of undertaking a professional doctorate on professionals is now well documented (Butcher and Sieminski, 2006; Wellington and Sikes, 2006). However, the cultural and pedagogical challenge the EdD brings to the traditional research PhD is less well recognised. The aim of this paper is to examine the cultural and pedagogical changes currently being experienced by one University in two aspects: (1) from the ‘master/apprentice’ (Professor/student) model traditionally reserved for PhD degrees to a more flexible and responsive pedagogy; (2) managing the integration of the EdD within already well-established university systems that do not easily support its wide and diverse approach. This paper raises issues related to the means of securing robust doctoral provision, whilst maintaining diversity across a range of doctoral routes, which complements a work-based learning and widening participation agenda. Further, it challenges university staff to develop an understanding of an emerging pedagogy which is equivalent to, but different from, a traditional PhD research route. Finally there are considerations of making more effective operational working practices related to administration and support of doctoral programmes perhaps effected by locating them all under a central Research Office, rather than within separate Schools/Faculties
Jetting off on another flying faculty visit: what have we learned?
No full textThe increased demand for education as a tradable commodity has seen a growing number of international students seeking UK qualifications over the past decade (OECD, 2009). It is becoming commonplace for universities to have their programmes delivered ‘off-site’ by a teaching team of academics who make regular trips abroad, often at great distance, to teach international cohorts for intensive periods of time. This is commonly known as ‘flying faculty’, and research into this phenomenon has revealed that it is anything but a holiday in the sun. Smith (2014) found that there were four areas UK academics needed to consider when preparing to undertake such work. Issues around quality assurance of the programme. The teaching and learning practices of the department/faculty. The professional development of the academics. The challenges of undertaking this type of work
Evidence-based teaching in primary education
No full textTrainees and school-based practitioners are being encouraged to engage more with evidence-based teaching methods. Teachers are now more responsible for the outcomes of their own practice and are charged with sourcing ‘best practice’ solutions in their pedagogical approaches. And schools are moving more towards in-house professional development approaches that have a clear focus on raising standards in the classroom. This book focuses on how universities and primary schools can work together to lead, manage and sustain a culture of teacher inquiry. It examines the role of the university in providing a critical perspective on teaching and learning and how academics can support schools by working as ‘knowledgeable others’ and advocates of classroom-based research. As a case study, it explores the journey taken by one particular primary school, in partnership with a university, over a two-year period, detailing how this work has impacted on the professional lives of staff, the children they teach, the overall culture of the school and the impact on school improvement. Chapters are contributed by professional school leaders, university academics and primary teachers and there is a focus on the rigorous examination of models of evidenced-based teaching, practical examples demonstrating some of the best and most sustainable approaches, and positive outcomes.Trainees and school-based practitioners are being encouraged to engage more with evidence-based teaching methods. Teachers are now more responsible for the outcomes of their own practice and are charged with sourcing ‘best practice’ solutions in their pedagogical approaches. And schools are moving more towards in-house professional development approaches that have a clear focus on raising standards in the classroom.
This book focuses on how universities and primary schools can work together to lead, manage and sustain a culture of teacher inquiry. It examines the role of the university in providing a critical perspective on teaching and learning and how academics can support schools by working as ‘knowledgeable others’ and advocates of classroom-based research. As a case study, it explores the journey taken by one particular primary school, in partnership with a university, over a two-year period, detailing how this work has impacted on the professional lives of staff, the children they teach, the overall culture of the school and the impact on school improvement. Chapters are contributed by professional school leaders, university academics and primary teachers and there is a focus on the rigorous examination of models of evidenced-based teaching, practical examples demonstrating some of the best and most sustainable approaches, and positive outcomes
‘Empowerment at the higher level: the perspectives of learners and their tutors on critical professional reflection at Masters’ level’
Get PDFThis research aims to look at the perceptions of a cohort of professional teacher-learners and their University tutors regarding critical professional reflection and how it might be developed and incorporated within a Masters’ course. Tutoring a group of professional teacher-learners to be analytical, enquiring and evaluative requires skilling them with the scholarly processes that will enable them to be an effective part of the postgraduate workforce. Developing critical thinking skills may require a ‘learning conversation’ (Brookfield, 1987) but it might be that tutors could do more. Garrison’s (1991) concerns about role modeling critical thinking implies a lack of pedagogic expertise on the part of tutors, however tutors unwilling to adopt the characteristics of reflective critical thinkers or be role models for such may deprive teacher-learners of skills and qualities needed to become independent learners. Drawing on a survey approach using questionnaires, telephone interviews and focus groups, teacher-learners and tutors were invited to talk about their experiences of critical professional reflection. Early indications revealed that teacher-learners’ understanding of critical professional reflection is roughly in line with their ‘learning maturation’ and that more challenge and role modeling of this type of thinking by tutors is required, both at early and later stages of the course. It is also significant to note at this point that teacher-learners’ perception of their critical thinking has been highlighted as a result of this research. The data has raised issues for pedagogical practice within one institution and provides data for on-going pedagogical discussions. Teacher-learners engaging with knowledge from both academic and professional sources are beginning to understand that critical professional reflection skills will not only serve them well in the school context, but will also give them the resources to engage and disseminate their knowledge in a wider variety of academic and professional arenas
The role of the effective subject leader: perspectives from practitioners in secondary schools.
No full textIn a report by Bennett et al. (2003) for the National College of School Leadership on the role and purpose of middle leaders (Subject Leaders) in secondary schools, two areas were identified for further research. First was the nature of effective subject leadership and second, the Subject Leader's pivotal role in leading and managing cultural change and the extent to which they are creating a "new professionalism" that tackles the tension of managerial and educational aims (NCSL, 2003: 18). This paper considers evidence (Poultney, 2006) from Subject and Senior teachers and their Subject Leaders about their perceptions of characteristics of effective subject leadership
Can we work together and still be friends?
Get PDFRecently at my institution, the University of Derby, we have recognised a burgeoning increase in the number of academic staff undertaking postgraduate courses which requires tutoring or supervision from other academic colleagues. Increasingly the postgraduate team is undertaking ‘colleague to colleague’ supervision for Master’s and Doctoral programmes. While this may be nothing new in Higher Education (HE) institutions I was interested in some of the ways in which this pedagogy impacted on professional relationships. There appeared to be little written in the academic literature at least about ‘colleague to colleague’ supervision, but at a recent University Council for the Education of Teachers (UCET) conference the theme was widely recognised by many university staff. There are increasing constraints on the CPD budgets in secondary schools that goes nowhere near covering professional development requirements for all staff. Schools must therefore turn ‘in house’ and make full use of existing teacher capacity to cover the shortfall perhaps under the auspices of coaching and mentoring. This drive for getting ‘value for money’ would require teachers to work more closely together, perhaps on a one to one basis over longer periods of time. How do teachers manage one to one professional relationships; which can be improved when they work but difficult to sustain if they do not.Recently at my institution, the University of Derby, we have recognised a burgeoning increase in the number of academic staff undertaking postgraduate courses which requires tutoring or supervision from other academic colleagues. Increasingly the postgraduate team is undertaking ‘colleague to colleague’ supervision for Master’s and Doctoral programmes. While this may be nothing new in Higher Education (HE) institutions I was interested in some of the ways in which this pedagogy impacted on professional relationships. There appeared to be little written in the academic literature at least about ‘colleague to colleague’ supervision, but at a recent University Council for the Education of Teachers (UCET) conference the theme was widely recognised by many university staff. There are increasing constraints on the CPD budgets in secondary schools that goes nowhere near covering professional development requirements for all staff. Schools must therefore turn ‘in house’ and make full use of existing teacher capacity to cover the shortfall perhaps under the auspices of coaching and mentoring. This drive for getting ‘value for money’ would require teachers to work more closely together, perhaps on a one to one basis over longer periods of time. How do teachers manage one to one professional relationships; which can be improved when they work but difficult to sustain if they do not
'The self-improving primary school': understanding and approaching teacher inquiry: a pilot study
Get PDFThis paper examines how one primary school in the East Midlands region has worked to establish a culture of teacher-led, evidence-based teacher inquiry. It reports on a pilot year of research when the senior leadership team (SLT) decided to implement a strategic focus on evidence-based teaching, which would generate their own school knowledge, equip teachers to take more responsibility for their own teaching and professional development and to broaden their local and national networks. The SLT led the inquiry process using various initiatives as suggested vehicles for inquiry with the aim of galvanising teaching staff into making changes to their pedagogical approaches. Working with a local HEI academic as supporter of this process and advisor to the Head teacher, appropriate practice-based methodologies were deployed, trialled, role-modelled and evaluated by the SLT. A local HEI academic advised the SLT on the implementation of this approach, which was followed up by a small scale piece of research and evaluation to further inform the evidence base
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
‘Personal reflections on the governing of private schools: a case study’
Get PDFThis article will be published in a special edition of Management in Education (July 2013). The research has been conducted in conjunction with the British Educational Leadership, Management and Administration Society (BELMAS) Research Interest Group: Governing and Governance in EducationMuch of what we understand about school governance is generally under-researched and there is almost no recent research undertaken into the governing of schools in the non-maintained, private or independent sector that are financed by the payment of fees. These schools broadly follow a model of governance that is similar to that of the maintained sector in their constitution, with some notable differences around how governors are appointed and their roles are conceived. This article aims to analyse the nature of independent school governance generally, focusing on a case study of a small private school located in the Midlands. The context of this school is a fairly unique one with governance being held accountable to non-executive Trustees who have overall control of the school operation, but who devolve that responsibility to the governing body. This article starts with a review of the current governance model in private schools, then looking in more depth at the characteristics of governance in this independent school. An analysis of the findings is then explored with some thoughts and conclusions around opportunities for further exploration into private school governance
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