In this chapter, we discuss the importance of school orientation to teacher learning for cultivat... more In this chapter, we discuss the importance of school orientation to teacher learning for cultivating ecologies of innovation. A supportive ecology is one where the relationships between school practices for organisational and teacher learning and teachers’ values on those practices are a focus of a school’s critical self-evaluation and double-loop learning processes. Through factor analysis of 1126 teacher survey responses about their perceptions of school practices and their values, 4 underlying dimensions of school orientation were identified: “providing formal systems and supports for professional learning”, “performance management”, “social capital conditions for learning” and “supporting collaboration and networking”. Overall, values and practices were in closest alignment for “performance management” and “social capital conditions”. More marked patterns of values-practice dissonance were recorded for “providing formal systems and supports for professional learning” and “supporting collaboration and networking”. These dimensions of school orientation to learning were used as the basis for cluster analysis. Through cluster analysis, four distinctive groupings of teachers were identified, each reflecting a distinctive combination of teachers’ perceptions of school practices and values related to their school’s orientation to learning: highly supportive; supportive but under-networked; complacent; and underdeveloped and dissonant. We developed this new typology of school orientation to learning on perhaps the largest and most extensive national survey of teachers in England conducted to date. We conclude that schools in England tend to experience difficulty in leveraging dissonances between school practices for teacher learning and what teachers value in order to create policies and strategies for establishing a supportive ecology for innovation.
Three reports from the Independent Teacher Review Groups (DfE, 2016a; DfE, 2016b; and DfE, 2016c)... more Three reports from the Independent Teacher Review Groups (DfE, 2016a; DfE, 2016b; and DfE, 2016c) included findings from the Department for Education (DfE) Workload Challenge Survey in which 56% of respondents indicated that data management caused unnecessary workload (DfE, 2016a, 6), 38% identified detailed lesson and weekly planning as adding an unnecessary burden to their workload (DfE, 2016b, 6), and 53% thought that the excessive nature, depth and frequency of marking was burdensome (DfE, 2016c, 6). The National College for Teaching and Leadership commissioned 11 school-based research projects to investigate practical and sustainable solutions for tackling teacher workload and provide evidence of impact of successful workload reduction strategies related to data management, planning and marking. The majority of the research projects were conducted in existing networks of schools, comprising between three and 25 schools; primary, secondary and, in a small number of cases, middle...
Atlas d'anatomie humaine Tome 1 + Tome 2 (5° Éd.) Avec livret inséparable. Depuis plus d... more Atlas d'anatomie humaine Tome 1 + Tome 2 (5° Éd.) Avec livret inséparable. Depuis plus d'un siècle et à travers ses nombreuses éditions successives, le SOBOTTA a su toujours s'améliorer et reste aujourd'hui la référence mondiale en anatomie. La qualité exceptionnelle de son ...
A main focus of ABL research and evaluation studies to date has been on the effects of ABL on pup... more A main focus of ABL research and evaluation studies to date has been on the effects of ABL on pupils’ learning attainments. However findings from this body of research have tended to be descriptive, inconsistent and therefore inconclusive. Researching understandings of ABL and its impact on classroom pedagogy and student outcomes therefore requires an in-depth and well theorized exploration of classroom processes that mediate the impact of ABL on pupils’ learning. In this study, using a multi-method research design we aimed to understand better the commonalities and variations in practices and perspectives developed in different school and classroom contexts to realise ABL principles in practice. This paper presents our findings drawing on data gathered from semi-structured interviews conducted with 10 heads of school (5 schools each from a rural and urban district) and 46 teachers in Tamil Nadu. Additional insights will be drawn from structured classroom observations of 60 differen...
Http Dx Doi Org 10 1080 02619768 2010 534131, Jan 6, 2011
Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf ... more Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Http Dx Doi Org 10 1080 19415257 2011 614812, Nov 1, 2011
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
School Effectiveness and School Improvement, May 20, 2008
In this article, we report results of a survey of 1,397 teachers in 26 primary and 17 secondary s... more In this article, we report results of a survey of 1,397 teachers in 26 primary and 17 secondary schools in England as part of the Learning How to Learn project. We consider how school self-evaluation can be understood within an organisational learning frame. Factor analysis of teachers' responses helped us identify 4 dimensions of organisational learning approaches to school leadership and management. Comparisons were made between teachers' perceptions of school leadership and management practices and the values they placed on those practices. We discuss the usefulness of analysing values-practice gaps for furthering understanding of organisational learning approaches to school leadership and management. Analysis of gaps between teachers' values and practices reveals significant inconsistencies between perceptions of current practices and values across a broad spectrum of school leadership and management practices. Perceptions of practice were significantly behind the values that teachers place on each of the 4 dimensions of practice.
Http Dx Doi Org 10 1080 02671520500077970, Feb 18, 2007
The study explores how teachers use the ideas that pupils offer when consulted. Six teachers (two... more The study explores how teachers use the ideas that pupils offer when consulted. Six teachers (two each in English, Maths and Science) and their Year 8 classes at three secondary schools were involved. The research was carried out in three stages. During the first stage the focus was on eliciting pupils' ideas about classroom teaching and learning and teachers' responses to their pupils' ideas. Six pupils from each class were interviewed individually about each of three observed lessons. Transcripts of these interviews were fed back to the teachers. Teachers were interviewed about their reactions to them. During the second phase teachers' use of pupil ideas was investigated and both the teachers' and the target pupils' evaluations of what happened were sought. In the third stage, each teacher was visited some six months later, in the following academic year, to explore how far the pupil ideas had had a lasting impact on the teachers' practice and what use the teachers were making of pupil consultation. Our main findings were: (1) Pupils' responses were characterised by a constructive focus on learning, consensus about what helps learning, and differences in articulacy; (2) Pupils agreed that interactive teaching for understanding, contextualising learning in appropriate ways, fostering a stronger sense of agency and ownership, and arranging social contexts amenable to collaborative learning were all helpful to the learning; (3) Teachers tended to respond positively and were reassured by the insightfulness of pupil ideas; (4) Teachers differed in what they did in response to pupils' ideas. Three types of teacher reaction were identified: 'short-term responsiveness', 'growing confidence', and 'problems with using pupil consultation'. Some of the conclusions, based on evidence from the six teachers and their classes, are reassuring for teachers, others are perhaps less so. We construed them as 'comfortable' and 'uncomfortable' learnings.
Http Dx Doi Org 10 1080 03054980600645396, May 1, 2006
Twelve years ago Blatchford and Mortimore's authoritative review of class size research appeared ... more Twelve years ago Blatchford and Mortimore's authoritative review of class size research appeared in this journal. They concluded that a major problem with class size research was the lack of detailed studies of complex classroom processes that might mediate class size effects on pupils' learning. This article reviews two UK class size reviews and quantitative, qualitative and mixed method class size research. Evidence from research, and insights from 30 years of classroom-based inquiry, form the basis for the development of theoretical models of relationships between class size, classroom processes and pupils' learning. Recent research evidence from secondary school classrooms calls into question simple one-way relationships between class size and pupils' learning. Politicians are challenged to face up to the complexities involved and to be open to more flexible approaches to reforming the organisation of teaching and learning in schools that go beyond expensive programmes of crude across-the-board class size reductions. Further class size research is recommended that incorporates sophisticated qualitative methods in order to adequately understand and represent the kinds of teacher and pupil expertise involved in promoting and maximising opportunities for high quality learning in different large and small class contexts in primary and secondary schools.
This questionnaire was used at two points in the Learning How to Learn project (before and after ... more This questionnaire was used at two points in the Learning How to Learn project (before and after the development work) to survey the reported practices and values of teachers and school managers with respect to classroom assessment, professional learning and school management systems. Item, factor, cluster and regression analyses were conducted on the resulting data. The questionnaire consists of 84 items in three main sections and uses two scales. This version was designed for primary schools. The team is happy for the instrument to be used by other researchers, providing there is clear attribution to the team. Mary James, David Pedder and John MacBeath would like to know of instances of its use.
This questionnaire was used at two points in the Learning How to Learn project (before and after ... more This questionnaire was used at two points in the Learning How to Learn project (before and after the development work) to survey the reported practices and values of teachers and school managers with respect to classroom assessment, professional learning and school management systems. Item, factor, cluster and regression analyses were conducted on the resulting data. The questionnaire consists of 84 items in three main sections and uses two scales. This version was designed for secondary schools. The team is happy for the instrument to be used by other researchers, providing there is clear attribution to the team. Mary James, David Pedder and John MacBeath would like to know of instances of its use.
In this chapter, we discuss the importance of school orientation to teacher learning for cultivat... more In this chapter, we discuss the importance of school orientation to teacher learning for cultivating ecologies of innovation. A supportive ecology is one where the relationships between school practices for organisational and teacher learning and teachers’ values on those practices are a focus of a school’s critical self-evaluation and double-loop learning processes. Through factor analysis of 1126 teacher survey responses about their perceptions of school practices and their values, 4 underlying dimensions of school orientation were identified: “providing formal systems and supports for professional learning”, “performance management”, “social capital conditions for learning” and “supporting collaboration and networking”. Overall, values and practices were in closest alignment for “performance management” and “social capital conditions”. More marked patterns of values-practice dissonance were recorded for “providing formal systems and supports for professional learning” and “supporting collaboration and networking”. These dimensions of school orientation to learning were used as the basis for cluster analysis. Through cluster analysis, four distinctive groupings of teachers were identified, each reflecting a distinctive combination of teachers’ perceptions of school practices and values related to their school’s orientation to learning: highly supportive; supportive but under-networked; complacent; and underdeveloped and dissonant. We developed this new typology of school orientation to learning on perhaps the largest and most extensive national survey of teachers in England conducted to date. We conclude that schools in England tend to experience difficulty in leveraging dissonances between school practices for teacher learning and what teachers value in order to create policies and strategies for establishing a supportive ecology for innovation.
Three reports from the Independent Teacher Review Groups (DfE, 2016a; DfE, 2016b; and DfE, 2016c)... more Three reports from the Independent Teacher Review Groups (DfE, 2016a; DfE, 2016b; and DfE, 2016c) included findings from the Department for Education (DfE) Workload Challenge Survey in which 56% of respondents indicated that data management caused unnecessary workload (DfE, 2016a, 6), 38% identified detailed lesson and weekly planning as adding an unnecessary burden to their workload (DfE, 2016b, 6), and 53% thought that the excessive nature, depth and frequency of marking was burdensome (DfE, 2016c, 6). The National College for Teaching and Leadership commissioned 11 school-based research projects to investigate practical and sustainable solutions for tackling teacher workload and provide evidence of impact of successful workload reduction strategies related to data management, planning and marking. The majority of the research projects were conducted in existing networks of schools, comprising between three and 25 schools; primary, secondary and, in a small number of cases, middle...
Atlas d'anatomie humaine Tome 1 + Tome 2 (5° Éd.) Avec livret inséparable. Depuis plus d... more Atlas d'anatomie humaine Tome 1 + Tome 2 (5° Éd.) Avec livret inséparable. Depuis plus d'un siècle et à travers ses nombreuses éditions successives, le SOBOTTA a su toujours s'améliorer et reste aujourd'hui la référence mondiale en anatomie. La qualité exceptionnelle de son ...
A main focus of ABL research and evaluation studies to date has been on the effects of ABL on pup... more A main focus of ABL research and evaluation studies to date has been on the effects of ABL on pupils’ learning attainments. However findings from this body of research have tended to be descriptive, inconsistent and therefore inconclusive. Researching understandings of ABL and its impact on classroom pedagogy and student outcomes therefore requires an in-depth and well theorized exploration of classroom processes that mediate the impact of ABL on pupils’ learning. In this study, using a multi-method research design we aimed to understand better the commonalities and variations in practices and perspectives developed in different school and classroom contexts to realise ABL principles in practice. This paper presents our findings drawing on data gathered from semi-structured interviews conducted with 10 heads of school (5 schools each from a rural and urban district) and 46 teachers in Tamil Nadu. Additional insights will be drawn from structured classroom observations of 60 differen...
Http Dx Doi Org 10 1080 02619768 2010 534131, Jan 6, 2011
Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf ... more Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Http Dx Doi Org 10 1080 19415257 2011 614812, Nov 1, 2011
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
School Effectiveness and School Improvement, May 20, 2008
In this article, we report results of a survey of 1,397 teachers in 26 primary and 17 secondary s... more In this article, we report results of a survey of 1,397 teachers in 26 primary and 17 secondary schools in England as part of the Learning How to Learn project. We consider how school self-evaluation can be understood within an organisational learning frame. Factor analysis of teachers' responses helped us identify 4 dimensions of organisational learning approaches to school leadership and management. Comparisons were made between teachers' perceptions of school leadership and management practices and the values they placed on those practices. We discuss the usefulness of analysing values-practice gaps for furthering understanding of organisational learning approaches to school leadership and management. Analysis of gaps between teachers' values and practices reveals significant inconsistencies between perceptions of current practices and values across a broad spectrum of school leadership and management practices. Perceptions of practice were significantly behind the values that teachers place on each of the 4 dimensions of practice.
Http Dx Doi Org 10 1080 02671520500077970, Feb 18, 2007
The study explores how teachers use the ideas that pupils offer when consulted. Six teachers (two... more The study explores how teachers use the ideas that pupils offer when consulted. Six teachers (two each in English, Maths and Science) and their Year 8 classes at three secondary schools were involved. The research was carried out in three stages. During the first stage the focus was on eliciting pupils' ideas about classroom teaching and learning and teachers' responses to their pupils' ideas. Six pupils from each class were interviewed individually about each of three observed lessons. Transcripts of these interviews were fed back to the teachers. Teachers were interviewed about their reactions to them. During the second phase teachers' use of pupil ideas was investigated and both the teachers' and the target pupils' evaluations of what happened were sought. In the third stage, each teacher was visited some six months later, in the following academic year, to explore how far the pupil ideas had had a lasting impact on the teachers' practice and what use the teachers were making of pupil consultation. Our main findings were: (1) Pupils' responses were characterised by a constructive focus on learning, consensus about what helps learning, and differences in articulacy; (2) Pupils agreed that interactive teaching for understanding, contextualising learning in appropriate ways, fostering a stronger sense of agency and ownership, and arranging social contexts amenable to collaborative learning were all helpful to the learning; (3) Teachers tended to respond positively and were reassured by the insightfulness of pupil ideas; (4) Teachers differed in what they did in response to pupils' ideas. Three types of teacher reaction were identified: 'short-term responsiveness', 'growing confidence', and 'problems with using pupil consultation'. Some of the conclusions, based on evidence from the six teachers and their classes, are reassuring for teachers, others are perhaps less so. We construed them as 'comfortable' and 'uncomfortable' learnings.
Http Dx Doi Org 10 1080 03054980600645396, May 1, 2006
Twelve years ago Blatchford and Mortimore's authoritative review of class size research appeared ... more Twelve years ago Blatchford and Mortimore's authoritative review of class size research appeared in this journal. They concluded that a major problem with class size research was the lack of detailed studies of complex classroom processes that might mediate class size effects on pupils' learning. This article reviews two UK class size reviews and quantitative, qualitative and mixed method class size research. Evidence from research, and insights from 30 years of classroom-based inquiry, form the basis for the development of theoretical models of relationships between class size, classroom processes and pupils' learning. Recent research evidence from secondary school classrooms calls into question simple one-way relationships between class size and pupils' learning. Politicians are challenged to face up to the complexities involved and to be open to more flexible approaches to reforming the organisation of teaching and learning in schools that go beyond expensive programmes of crude across-the-board class size reductions. Further class size research is recommended that incorporates sophisticated qualitative methods in order to adequately understand and represent the kinds of teacher and pupil expertise involved in promoting and maximising opportunities for high quality learning in different large and small class contexts in primary and secondary schools.
This questionnaire was used at two points in the Learning How to Learn project (before and after ... more This questionnaire was used at two points in the Learning How to Learn project (before and after the development work) to survey the reported practices and values of teachers and school managers with respect to classroom assessment, professional learning and school management systems. Item, factor, cluster and regression analyses were conducted on the resulting data. The questionnaire consists of 84 items in three main sections and uses two scales. This version was designed for primary schools. The team is happy for the instrument to be used by other researchers, providing there is clear attribution to the team. Mary James, David Pedder and John MacBeath would like to know of instances of its use.
This questionnaire was used at two points in the Learning How to Learn project (before and after ... more This questionnaire was used at two points in the Learning How to Learn project (before and after the development work) to survey the reported practices and values of teachers and school managers with respect to classroom assessment, professional learning and school management systems. Item, factor, cluster and regression analyses were conducted on the resulting data. The questionnaire consists of 84 items in three main sections and uses two scales. This version was designed for secondary schools. The team is happy for the instrument to be used by other researchers, providing there is clear attribution to the team. Mary James, David Pedder and John MacBeath would like to know of instances of its use.
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