Teacher and leader research: The ethics of researching your own practice.
- Published in:
- Impact (2514-6955), 2024, n. 22, p. 69
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- Publication type:
- Article
Works matching IS 2514-6955 AND IP 22 AND DT 2024
Results: 21
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Exploitation to empowerment: Reciprocity in school-based research.
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- Impact (2514-6955), 2024, n. 22, p. 65
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- Article
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The Goldilocks question: Is there too much or too little educational research?
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- Impact (2514-6955), 2024, n. 22, p. 62
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- Article
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Research circles: An ethical research approach with schools, families and communities.
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- Impact (2514-6955), 2024, n. 22, p. 58
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- Publication type:
- Article
5
Applying educational theory to practice: Balancing 'truth' and 'usefulness'.
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- Impact (2514-6955), 2024, n. 22, p. 54
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- Article
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Using research to inform classroom practice in action: Introducing a self-regulated learning model into the Key Stage 3 classroom.
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- Impact (2514-6955), 2024, n. 22, p. 52
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- Article
7
Bringing cognitive neuroscience into the classroom: Some challenges and many opportunities.
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- Impact (2514-6955), 2024, n. 22, p. 48
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- Publication type:
- Article
8
Penryn Creativity Collaborative: Developing teaching for creativity in primary and secondary schools through an action research model.
- Published in:
- Impact (2514-6955), 2024, n. 22, p. 45
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- Publication type:
- Article
9
Culturally sensitive schooling: Understanding Pakistani Muslim parents' school choices.
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- Impact (2514-6955), 2024, n. 22, p. 42
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- Article
10
Designing an evidence-informed trust-wide professional development programme.
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- Impact (2514-6955), 2024, n. 22, p. 40
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- Article
11
Facilitating journal clubs for teachers and teaching assistants.
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- Impact (2514-6955), 2024, n. 22, p. 38
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- Article
12
Criticality in evidence-informed teaching: Expansive learning with Rosenshine.
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- Impact (2514-6955), 2024, n. 22, p. 34
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- Article
13
How QTLS accreditation enhances evidence-informed practice in further education.
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- Impact (2514-6955), 2024, n. 22, p. 30
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- Publication type:
- Article
14
Adopting an 'enquiry as a way of being' approach to embed a culture of evidence-informed professional learning and practice in schools in Wales.
- Published in:
- Impact (2514-6955), 2024, n. 22, p. 26
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- Publication type:
- Article
15
The BERA Teacher Network: A positive learning network for collaborative research practice.
- Published in:
- Impact (2514-6955), 2024, n. 22, p. 24
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- Publication type:
- Article
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Teacher inquiry questions: A trust-wide shift.
- Published in:
- Impact (2514-6955), 2024, n. 22, p. 20
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- Article
17
How teacher-led research can meaningfully contribute to appraisals.
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- Impact (2514-6955), 2024, n. 22, p. 18
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- Publication type:
- Article
18
A distributed leadership approach to enabling evidence-informed practice: How one school widens staff engagement with teaching and learning research.
- Published in:
- Impact (2514-6955), 2024, n. 22, p. 14
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- Publication type:
- Article
19
What leadership is needed for quality use of research in schools?
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- Impact (2514-6955), 2024, n. 22, p. 10
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- Article
20
Schools as learning organisations: A framework to improve research engagement.
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- Impact (2514-6955), 2024, n. 22, p. 6
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- Publication type:
- Article
21
From the editor.
- Published in:
- Impact (2514-6955), 2024, n. 22, p. 1
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- Publication type:
- Article