Strathclyde Enhanced Partnership Initiative Evaluation Report
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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.Keywords:
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This study on student volunteering is based on case studies of six Higher Education Institutions (HEIs). The research was commissioned by the National Co-ordinating Centre for Public Engagement (NCCPE) as part of its vinspired students project. It was undertaken by a research team from the Institute for Volunteering Research, in partnership with Clare Holdsworth at Keele University. The research design combined quantitative and qualitative methods. These included online surveys of students (over 3,000 valid responses) and graduates (over 5,000 valid responses), as well as semi-structured interviews, biographical interviews and focus groups with student volunteers, non-volunteers, volunteer-involving organisations, and other stakeholders. The research adopted a peer-led participatory methodology, which enhanced the relevance of the research and involved students in a meaningful way throughout the process. The research team worked with teams of student peer-researchers in the six case study HEIs to deliver this work: University of East London, Keele University, University of Gloucestershire, University of Leeds, University of Oxford and University of the West of England. These HEIs were selected to represent the diversity of the higher education sector in England, adding weight to the findings and allowing us to generalise from the case study findings to the higher education sector as whole. The study explores motivations for, routes into and perceived impacts of volunteering on students, universities and the wider community.The report confirms that students contribute significantly to university life and to the wider community through both formal and informal volunteering. These contributions should be celebrated and built upon. However the study also uncovered a number of challenges and problems with student volunteering. The research therefore challenges the tendency of some policy makers and practitioners to view student volunteering as an automatic ‘win, win, win’ – for students, for universities and for communities.
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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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goDesign Travelling Workshop Program for Regional Secondary Students was an initiative of Queensland University of Technology (QUT) and the Design Institute of Australia (DIA) Queensland Branch, which aligned with the DIA unleashed: Queensland design on tour 2010 Exhibition. It was designed be delivered by university design academics in state secondary schools in Chinchilla, Mt Isa, Quilpie, Emerald, Gladstone and Bundaberg between February and September 2010, to approximately 95 secondary students and 24 teachers from the subject areas of visual art, graphics and industrial technology and design. A talk by a visiting design practitioner whose work was displayed in the exhibition, also features in the final day of the program in each town, and student work from the workshop was displayed in the exhibition alongside the professional design work. The three-day workshop is a design immersion program for regional Queensland Secondary Schools, which responds to specific actions outlined in the Queensland Government Design Strategy 2020 to ‘Build Design Knowledge and Learning’ and ‘Foster a Design Culture’. Underpinned by a place-based approach and the integration of Dr Charles Burnette’s IDESIGN teaching model, the program gives students and teachers the opportunity to explore, analyse and reimagine their local town through a series of scaffolded problem solving activities around the theme of ‘place’. The program allows students to gain hands-on experience designing graphics, products, interior spaces and architecture to assist their local community, with the support of design professionals. Students work individually and in groups on real design problems learning sketching, making, communication, presentation and collaboration skills to improve their design process, while considering social, cultural and environmental opportunities. The program was designed to facilitate an understanding of the value of design thinking and its importance to regional communities, to give students more information about various design disciplines as career options, and provide a professional development opportunity for teachers. Advisory assistance for the program was gained through Kelvin Grove State College, Queensland Studies Authority and QMI/Manufacturing Skills Queensland Manager, Manufacturing & Engineering Gateway Schools Project.
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An initiative involving the University of Technology, Sydney (UTS) and Australia’s premier science agency, the Commonwealth Scientific and Industrial Research Agency (CSIRO), connects first year students in a large enrolment physics service subject to research of national standing through a co-developed inquiry-oriented experiment. We describe the background to the initiative which we believe to be the first of its kind, how it was piloted, and our findings from the first running of the experiment with enrolled students. The initiative applies a previously published framework for designing and evaluating new and existing experiments with regard to student engagement and learning, laboratory logistics, and scale. Evidence from focus groups, student surveys, and classroom observations indicates that the experiment is regarded by students as: 1) a worthwhile, very valuable or outstanding learning experience; 2) engaging; and 3) benefitting their learning through group discussions. Student feedback during the development phase highlighted issues to be addressed, including allowing students greater time to design and carry out their own investigations, more explicit assistance for students in the use of supporting technology, and better guidance on the assessed component of the experiment.
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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.
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Murdoch University in order to share its collaborative approach to supporting future generations of library professionals organised its first group practicum project in 2017. The project targeted a group of library students from Curtin University with an interest in science fiction. Seven students were recruited for a practicum placement to create a collection development report with recommendations on the management of the library’s Science Fiction Collection. The practicum project was a success, as the students delivered an industry relevant report in an environment that resembles the dynamics of a team project. The Library experience was also successful due to the development of a partnership with Curtin University’s Placement Coordinator and the engagement of Murdoch Library team to support the student experience and the outcomes of this project.
In 2018, the Library decided to develop a new project in conjunction with Curtin University. This time, the Library collaborated with the Curtin University lecturers in creating a new project, from inception to completion, to consolidate the students’ knowledge and experience in information literacy. In 2018, five students carried out a project to create a Special Collections digital learning object and two other projects including the indexing of fanzines using Dublin Core Metadata Elements and a presentation to all Library staff.
The 2018 project proved to be another success for both universities and caught the attention of others in Western Australia. As a result, Murdoch decided to expand its partnership with Curtin University and engaged with other Universities to help them develop similar practicum experiences with the view of developing future partnerships for the benefit of the library and information industry.
This paper will explore Murdoch’s approach to support the library industry in Western Australia through collaboration, engagement and partnerships. The paper will also focus on the lessons learnt and future collaborations following Murdoch’s partnership model.
Keywords: group practicum placements, partnerships, university libraries, library and information skills, Library and Information students, engagement, special collections, workplace-based learning.
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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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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.
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This evaluation explores the perceptions of Royal Society Research Fellows to education outreach and the drivers that stimulate them to undertake it. It also reports on the successes and challenges of a pilot training course for Research Fellows on education outreach. The pilot scheme was organised by The Training Group and covered a wide variety of topics including; theoretical information about learning styles and the UK education system, discussion activities for the Research Fellows, and activities to brainstorm and test potential outreach activities.
The evaluation used a variety of data collection methods to elicit the views of participating Research Fellows and Royal Society staff and was conducted by the Science Communication Unit at the University of the West of England, Bristol. The report presents the indicators for impacts from education outreach, the methods and toolkit for undertaking the evaluation, and the results and recommendations from the pilot scheme.
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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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Foundation (evidence)
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