Research to Support Schools of Ambition: Final Report
Ian MenterDely Lazarte ElliotStuart HallMoira HulmeKevin LowdenIrene McQueenFran PayneNorman CouttsDean RobsonJenny SprattDonald Christie
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52 schools participated in the Schools of Ambition programme between 2005-2010, with the aim of providing ambition and opportunity to young people. This report describes the work undertaken by the Universities of Glasgow, Aberdeen and Strathclyde to mentor participating schools, and to explore and share the lessons learnt from the programme, based upon interviews, a survey of participants, and school case studies.Cite
Work in Wales took place between October 2016 and July 2017. The Welsh Team undertook the second round of pedagogical redesign and data collection as part of the Lead Creative Schools national scheme, a partnership programme between the Welsh government and the Arts Council of Wales. The project only involved public schools. The intervention was based on the Creative Partnerships approach (see Chapter 3 for more information on the signature pedagogies), with teacher professional development delivered by the Wales programme team in partnership with Creativity, Culture and Education, and the use of the "Creative Habits of Mind" rubric (see Chapter 2) by teachers rather than the OECD rubric. The intervention with students consisted of interdisciplinary creative projects developed in collaboration with artists with a literacy or numeracy focus. It lasted 6-12 weeks over the spring.
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This paper describes a novel science education initiative developed for 8- to 12-year-old children by the Biomedical Diagnostics Institute at Dublin City University, Ireland. Me and My Body (MAMBO) is an interactive, multi-faceted programme that enables children to explore and understand the dynamic physiological parameters of the human body using simple sensing and diagnostic devices. The programme consists of a number of complementary elements comprising a colourfully animated website, a classroom- based series of lessons taught by a visiting educator, a curriculum-linked resource CD for teachers, and an out-of-school workshop. Topics investigated by the children include the blood, immune system, heart, and healthy living. The introduction of the programme into Irish primary schools has been met with enthusiastic responses from both students and teachers. An early introduction to science is found to have a strong, long-term impact and is highly beneficial in improving children's attitudes towards science and helping them to obtain accurate scientific views of their world (Harlen, 1985; Rocard, 2007). A novel science education initiative for children aged 8 to 12 years, developed at the Biomedical Diagnostics Institute (BDI) at Dublin City University, Dublin, Ireland, is described. The programme was developed and piloted in Irish primary schools in 2006, with over 1000 students taking part in Me and My Body (MAMBO)- related activities.
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Collective ed. is a Collective Impact initiative hosted by the Beacon Foundation, working to identify and test practices aimed at improving Year 12 attainment, or equivalent, as well as post-school pathways for students in six Tasmanian communities between 2017-2021. The Beacon Foundation has commissioned the Peter Underwood Centre at the University of Tasmania to undertake an independent impact evaluation of the project focusing on outcomes for students. This report provides findings from a student survey conducted with Year 8 (n = 263) and Year 10 (n = 228)students at the six schools in Term 2, 2019. The overall response rate was 56%. The survey focused on valued elements of outcomes from Collective ed. collaboratively determined by key stakeholders through several workshops in 2017.
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The Strathclyde Enhanced Partnership Initiative is one of ‘a ‘family’ of pilots in the west of Scotland taking forward recommendations from the Scottish Government report by Graham Donaldson, Teaching Scotland’s Future. The thinking behind this pilot built on previous pilot projects developed by Glasgow University with Glasgow City Council and North Ayrshire Council. All of the pilots focus on developing partnerships between university, education authority and schools to support students’ professional development and assess their progress during placement. SEPI’s version of shared observation and dialogue was specifically tailored to placement experience. Students would work together to lead and observe a lesson, focus on an aspect of practice and discuss their observations and suggestions for improvement with a tutor. As in the Glasgow University pilot, SEPI encouraged description rather than evaluation of practice during lesson observations. In secondary placements, following debates about the respective contributions from subject tutors and generalist school-based tutors in supporting students, the SEPI pilot continued to use both but with reduced visits from subject specialist tutors. This evaluation of the initiative aimed to take account of the distinctive features of the Strathclyde pilot and the strengths, differing contexts and stages of development of its work with the authority and its schools. Evidence was gathered of the views of students, teachers and tutors through interviews and questionnaires. This evidence was considered alongside direct observation of the activities taking place.
TUTOR
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The REACT programme was designed to make a significant impact on student engagement and the student experience in the Higher Education (HE) sector in England and Wales over a two-year period, from July 2015 to July 2017. The focus, in particular, was on the engagement of so-called ‘hard to reach’ students, and the programme included: investigation into the term ‘hard to reach’ and a consideration of which students are characterised in this way; a formal research project looking at links between student engagement, retention and attainment; and a development programme as a collaboration between fifteen UK universities. Outcomes from each of these were disseminated at a final conference at the University of Winchester in May 2017, where practice and findings from the programme as a whole were shared. The programme also included the creation of a website of case studies and tools for use by the sector. The programme was funded by the Higher Education Funding Council for England (HEFCE) and was formally evaluated by an external team from GuildHE.
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Background
In September 2018, a Community Engagement Schools and Colleges Co-ordinator was recruited to set up and deliver a new educational outreach service. With a background in teaching, the Co-ordinator recognised the value and potential of linking the work of the hospice to National Curriculum objectives that would support and enrich learning inside and out of the classroom.Aims
To strengthen collaborative working with schools, colleges and youth organisations within the catchment area; to promote awareness of the work of the hospice, the hospice movement in general and palliative and end of life care.Methods
October 2018: research began into schools and colleges work currently on offer by other hospices. Professional links made. November 2018: marketing materials developed. Co-ordinator searched National Curriculum documents and Schemes of Work to see where educational links could be made. December 2018: educational pack developed for primary schools to include curriculum-based assemblies, lessons or group talks. January–March 2019: in-house schools visits and projects investigated and developed to encourage young people to visit the hospice.Results
Between January-July 2019, the Co-ordinator attended over 20 local schools for assemblies and talks. Awareness is growing for the new service and future bookings are being made for the 2019/20 academic year. From March to June 2019 three pilot in-house schools projects took place where children worked with day services patients. Initial evaluations from patients, teachers, children and parents has been extremely positive, with patients asking to sign up again.Conclusions
Through our educational outreach, we are not only educating our next generation on what modern day hospice care is, but it has the potential to dispel myths and change wider public perception. Based on initial positive feedback, next steps are to embed the Primary service and extend out to Secondary schools through talks, enterprise initiatives or community projects.Outreach
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This guide has been developed from findings from the Early Career Teacher Support pilot evaluation (Hardman et al., 2020), funded by the Education Endowment Foundation (EEF). It is one of three guides intended to summarise the key messages from the evaluation and provide strategic and practical suggestions that can inform planning to support the development of Early Career Teachers (ECTs) in schools. The guidance is applicable to all school contexts and is not specific to particular programmes of support. The Early Career Framework (ECF) has been introduced in some parts of England from September 2020 and will be rolled out nationally in September 2021 along with guidance to support participating Early Career Teachers and mentors. Stemming from the Recruitment and Retention Strategy (DfE, 2019) the ECF seeks to ensure that all teachers in England receive high quality support in the first two years of their career. During 2019-20 the Centre for Teachers and Teaching Research at UCL Institute of Education undertook an evaluation of three pilot programmes which were designed to test different ways of supporting Early Career Teachers and their mentors. We worked with the Chartered College of Teaching, Ambition Institute and The Education Endowment Foundation as well as 98 schools (both primary and secondary) to evaluate the impact of these pilot programmes. Following the pilot which we evaluated, the DfE selected four suppliers to develop freely available resources for schools to use. This included a separate team from UCL Institute of Education. We shared our initial findings with these suppliers to inform their materials. From 2021 there will be six suppliers, including UCL Institute of Education, offering programmes based on one of these four initial programmes. Schools now have three options around how they implement the ECF. The guidance in this document is relevant to all three options.
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Chapter summarising the lessons learnt from the English in action programme and implications for future projects, for the book 'Sustainable English language teacher development at scale: lessons from Bangladesh'
This book offers a thorough and comprehensive review of the lessons learnt from the award-winning 'English in Action' English language teacher development programme, which ran in government primary and secondary schools across Bangladesh from 2008 to 2017. Over the course of nine years the programme involved 51,000 teachers and 20 million students, demonstrably raising standards of teachers' classroom practice and students' English-language attainment, and won the British Council ELTON Award for Local Innovation (2013) and Times Higher Education Award for International Impact (2018).
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THE PURPOSE OF THE DISSERTATION
The dissertation's purpose is to describe and judge the
development, implementation and outcomes of a particular
in-service training program for teachers. The program was
conducted during 1984 in the Burnie area of the North-West
Coast of Tasmania, and was entitled Managing the Classroom
Environment.
AN OVERVIEW OF THE PROGRAM
Managing the Classroom Environment itself, and its
development, implementation and evaluation, were quite complex
in a number of ways, and these complexities unfold in
succeeding chapters. However, the reader will be assisted
by the provision of a brief overview at this early stage.
The program was developed, implemented and evaluated by
the writer and a colleague, who are both members of the staff
of the School of Teacher Education within the Tasmanian
College of Advanced Education. These two, together with a
Primary Schools liaison officer, a regional staff development
cfficer, a teachers' centre co-ordinator, and a senior
teacher from one of the Burnie High Schools, formed a small
management group to facilitate the program's implementation.
This group met on several occasions during the latter part
of 1983 and early 1984. Funding was sought through the
Federal Government's Participation and Equity Program and
other sources, and a teachers' centre offered the use of
its facilities.
It was intended that participating teachers would come
from both Primary and High Schools; that they would be
released from their schools for ten days of workshopping
throughout the year; that they would enter the program in
pairs and strengthen their collegial relationship during
the year; and that they would return to their schools
between workshops to apply their newly acquired or refined
knowledge, skills and attitudes. The two program leaders
(those from the TCAE) were both involved in all the
workshop sessions.
Officer
Equity
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Glasgow City Council commissioned the delivery of the Exploring Pedagogy in Primary 1 (EPP1) professional development programme (PDP) to continue its commitment to raising children's educational attainment in schools as part of the Scottish Attainment Challenge Initiative. The EPP1 project aimed to improve learning experiences through a targeted professional development programme exploring pedagogical approaches and theories to inform practice in the early years. The project ran from June 2017 to June 2018 and involved a total of 18 teachers and practitioners from across five schools in Glasgow City Council. During this time, the teachers participated in an 8-week PDP designed, delivered and evaluated by the University of Strathclyde. The evaluation strand of the project evaluated the effectiveness of the EPP1 programme by examining its impact on children's learning experiences and teachers' thinking and practice, through a series of questionnaires, classroom observations and group discussions.
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