http://hdl.handle.net/2428/49233 Wed, 19 Jun 2013 15:10:22 GMT 2013-06-19T15:10:22Z http://hdl.handle.net/2428/49613 Title: Improving Subject Teaching Authors: Millar, R; Leach, J; Osborne, J; Ratcliffe, M; Ametller, J; Bartholomew, H; Collins, S; Duschl, R; Hames, V; Hind, A; Lewis, J; Scott, P Sun, 01 Jan 2006 00:00:00 GMT http://hdl.handle.net/2428/49613 2006-01-01T00:00:00Z http://hdl.handle.net/2428/49593 Title: Interactive teaching with interactive technology Authors: Kennewell, S Abstract: Some of the recent initiatives which aim to improve teaching and learning in schools in the UK have promoted the idea of ‘interactive teaching’. Other schemes promote the use of interactive technologies for learning, yet no strategy has been developed for linking the two policies or investigating how interactive technology supports interactive teaching. This paper examines different interpretations of interactive teaching, considers why such teaching is believed to be more effective than approaches which place the teacher in a different role, and analyses the evidence concerning its effectiveness. It discusses what advantages, if any, the use of ICT offers to teachers pursuing interactive teaching approaches in the classroom, then characterises the ways in which ICT needs to be integrated into teachers’ pedagogical content knowledge if it is to support a move from ‘surface’ to ‘deep’ interactive teaching. Using a number of case studies drawn from research in primary and secondary schools, it explores how interactive teaching can be supported and improved using interactive technologies in the classroom. It concludes by considering the implications for forthcoming research into ICT and interactive teaching. Fri, 01 Jul 2005 00:00:00 GMT http://hdl.handle.net/2428/49593 2005-07-01T00:00:00Z http://hdl.handle.net/2428/49240 Title: Improving Learning, Skills and Inclusion: The Impact of Policy on Post-Compulsory Education Authors: Coffield, F; Edward, S; Finlay, I; Hodgson, A; Spours, K; Steer, R Description: This is the first book to examine the turbulent but important learning and skills sector both from above, by interviewing the officials responsible for it, and from below, by talking to hundreds of learners and front-line staff. Even though this sector caters for over 6 million learners and will play a key role in how prosperous and fair the UK will become, it is not well understood by practitioners or policy-makers. For over three years, the authors explored the interactions between these two groups by examining how policy is created and enacted in further, adult and work-based learning. Our data are presented as a series of stories: the learners’ experiences, the plans of the policy-makers to bring about radical change, and the struggles of tutors and managers, juggling both change and continuity. We also explain how the sector as a whole operates, as policy is mediated and translated by numerous actors at different levels. Our main finding is that the sector is undergoing a fundamental shift from area-based planning to a more marketised ‘demand-led system’ intended to give employers and learners more say over provision. Our evidence suggests that this high-risk strategy may destabilise FE colleges and other education providers and exclude disadvantaged learners. We outline the elements of an alternative system, underpinned by three principles: putting the relationship between tutor and learner at the heart of the new system; placing the claims of equity for once above the demands for economic efficiency; and ensuring a more moderate pace of change. Our alternative is based on ‘devolved social partnership’, where power is more equally shared between government and employers, trade unions, professionals and community representatives. This book is an invaluable resource for tutors, managers and institutional leaders in FE Colleges, Adult and Community Learning Centres and Work Based Learning sites. Sat, 01 Mar 2008 00:00:00 GMT http://hdl.handle.net/2428/49240 2008-03-01T00:00:00Z http://hdl.handle.net/2428/49237 Title: Policy context for teacher education in Northern Ireland: does devolution make a difference? Authors: Moran, A Description: This paper builds on the insights gained from the first ESRC TLRP seminar series Learning to teach in post devolution UK, held in Glasgow in November 2006, which examined the significance of ‘home international’ comparisons in respect of educational policy development. At that seminar, Raffe (www.learningtoteach.org, 2006) proposed a framework for considering and analysing the impact of devolution on education policy making, across the four jurisdictions within the United Kingdom (UK), based on five perspectives. For the purposes of the Northern Ireland (NI) seminar, both the concept of ‘Home International’ and the framework will be used to compare and analyse the ways in which the changing teacher education policy context is convergent and/or divergent, with the three other jurisdictions of the UK. Throughout the paper, the term national will be used to denote the overall UK context and the terms local or regional, to refer to each the four constituent parts. Mon, 01 Jan 2007 00:00:00 GMT http://hdl.handle.net/2428/49237 2007-01-01T00:00:00Z