Learning & Teaching
http://hdl.handle.net/2384/294646
2024-03-29T11:34:31ZIn-home solid fuel use and cardiovascular disease: a cross-sectional analysis of the Shanghai Putuo study
http://hdl.handle.net/2384/311901
In-home solid fuel use and cardiovascular disease: a cross-sectional analysis of the Shanghai Putuo study
Lee, Mi-Sun; Hang, Jing-qing; Zhang, Feng-ying; Dai, He-lian; Su, Li; Christiani, David C; Bundy, CL
2014-01-26T00:00:00ZWe will take them from anywhere’: schools working within multiple initial teacher training partnerships
http://hdl.handle.net/2384/294767
We will take them from anywhere’: schools working within multiple initial teacher training partnerships
Mutton, Trevor; Butcher, John
This article reports on a small-scale study focusing on the role of the initial teacher training (ITT) coordinator in schools in England in terms of working simultaneously across and within a number of different ITT partnerships. Data collection involved a review of the relevant course documentation of the four main higher education institutions working in one region, a postal questionnaire to 113 primary schools and secondary schools within that region and semistructured telephone interviews with six school-based ITT coordinators. The data were analysed within broad categories identifying the facilitators and constraints of carrying out the role when working in partnership with a number of different ITT providers. The findings indicate that there is a developing trend towards schools in England working with multiple partners, particularly in the case of secondary schools and that, notwithstanding the administrative difficulties sometimes caused, there are clear perceived advantages to working in such a way, both for the schools themselves and for the trainees in those schools. The implications of this in terms of partnerships between schools and ITT providers are explored
2008-01-01T00:00:00ZHow might inclusive approaches to assessment enhance student learning in HE?
http://hdl.handle.net/2384/294766
How might inclusive approaches to assessment enhance student learning in HE?
Butcher, John; Sedgwick, Paul; Lazard, Lisa; Hey, Jayne
This article reports some of the results from an investigation into issues around inclusivity in assessment undertaken at the University of Northampton (2009-2010). The Assess4success research project was conducted within a framework provided by the Higher Education Academy Summit programme on inclusive learning and teaching, and sought to explore the extent to which inclusivity, (a high level commitment in the university’s access and teaching policies), was embedded in students’ experiences of assessment. Drawing on internal quantitative data across the institution suggesting specific groups were more likely to struggle with summative assessment in Year 1, and qualitative data exploring sample student experiences in relation to formative assessment tasks, a series of generic recommendations to enhance the inclusivity of assessment practice both in the host institution and across the sector are offered.
2010-01-01T00:00:00ZEnhancing professional self-esteem: learners’ journeys on a distance-learning Doctorate in Education (EdD)
http://hdl.handle.net/2384/294756
Enhancing professional self-esteem: learners’ journeys on a distance-learning Doctorate in Education (EdD)
Butcher, John; Sieminski, Sandy
This article explores the motivations, experiences and perceived outcomes for Doctorate in Education (EdD) students in their journey through a relatively new form of doctoral education at a distance. The research draws on a range of individual EdD participant voices, both student and graduate, and is timely in focusing on an example of an under-researched but increasingly common phenomenon of part-time distance learning professional doctorates. The aims of the research were: to understand what motivated students to register for an EdD; to explore the factors which successfully sustained them on their journey; to identify common outcomes on completion. The researchers developed a case study of the student EdD journey in its distinctive professional context(s). Data was collected in a number of linked stages including postal surveys, semi-structured interviews, and students’ reflective evaluations at different points. Key themes related to professional postgraduate learner transitions emerge from the data, which contrast with previous work on the traditional PhD and relate to: the deliberate choice by students of a part-time distance learning route; a broader and better-informed understanding of professional outcomes on a professionally-oriented doctorate; the value of flexible support systems for EdD students working in demanding educational roles.
2009-01-01T00:00:00Z