http://hdl.handle.net/2428/49477 Wed, 22 May 2013 11:25:35 GMT 2013-05-22T11:25:35Z http://hdl.handle.net/2428/49638 Title: Autonomy, conditions and constraints: some cross-cutting themes from ‘Learning How to Learn – in classrooms, schools and networks’ Authors: James, M; McCormick, R; Marshall, B; Pedder, D; Carmichael, P Abstract: The project aimed to link research conducted across organisational levels – in classrooms, in schools and across networks. This paper provides an overview of the project at the end of the funding period. Although analysis had focused particularly on the separate levels, and some across level analysis remains to be done, several cross-cutting themes, linking our levels, have emerged: 1. Autonomy and agency. Our theoretical analysis led us to consider the development of learning autonomy as a central concept in learning how to learn (LHTL). Promoting learning autonomy also emerged as a key factor in our quantitative survey of teachers and is confirmed by our interviews and videos of classroom practice. All data sources point to the importance of teachers’ own sense of agency as crucial in creating the conditions for pupils’ voices to be heard and their autonomy to be enhanced. The application of formative principles in teachers’ own learning emerges as a strong theme. 2. Conditions for classroom change: support for teachers’ in-class learning Teacher learning and school support for such learning are key preconditions for the sustained promotion of LHTL in classrooms. Our data indicated that the conditions in project schools appeared to be conducive to teachers’ learning out of the classroom but less amenable to teachers’ learning with colleagues in the classroom. Yet, it was teachers’ in-class learning practices that were most strongly associated with their classroom promotion of LHTL. School conditions that underpinned teachers’ in-class learning practices centred on the development of a clear sense of direction, the promotion of staff development, the auditing of teachers’ expertise and support for teacher networking. 3. Compliance and subversion as responses to the policy context. Interviews with headteachers and school co-ordinators revealed their concerns about leading learning in their schools within the context of prescriptive government policy. All schools were implementing government policies but with varying degrees of enthusiasm, locating themselves on a spectrum of compliance to subversion. Government policies were successful in leaving a depth of imprint on school practice and shaping the discourse which accompanied it. However, the greater the external pressure, the greater was the desire for flexibility, diversification and agency. Tue, 01 Nov 2005 00:00:00 GMT http://hdl.handle.net/2428/49638 2005-11-01T00:00:00Z http://hdl.handle.net/2428/49636 Title: Feedback and formative assessment in the workplace Authors: Eraut, M Tue, 01 May 2007 00:00:00 GMT http://hdl.handle.net/2428/49636 2007-05-01T00:00:00Z http://hdl.handle.net/2428/49536 Title: Improving the research-practice interface: the impact of research-informed teaching materials on science teachers' practices Authors: Millar, R; Hames, V Description: The central issue addressed in this paper is the relationship between research and practice in science education. More specifically it explores the relationship between research on the learning of scientific ideas on the one hand, and classroom practices on the other. Much data has been collected in recent decades about students’ misconceptions, alternative ways of thinking and reasoning, and learning difficulties in many of the knowledge domains that are central to a scientific understanding of the natural world (see, for example, Driver et al., 1994; Pfundt & Duit, 1994). The impact of this body of research on classroom practice, or on the design and sequencing of instruction, official curricula and programmes of study is, however, rather less than we (as researchers) might wish. Sat, 01 Mar 2003 00:00:00 GMT http://hdl.handle.net/2428/49536 2003-03-01T00:00:00Z http://hdl.handle.net/2428/49476 Title: Consistency and variation in pupils' responses to diagnostic questions Authors: Millar, R; Hames, V Description: The project discussed in this paper concerns the use of diagnostic assessment as a means of improving students' learning in science. Diagnostic questions could... be used summatively, to provide a ‘benchmark’ assessment of learner’s knowledge and understanding at a particular point in their educational experience; or they could be used formatively as an integral part of the teaching and learning process. Sat, 01 Sep 2001 00:00:00 GMT http://hdl.handle.net/2428/49476 2001-09-01T00:00:00Z