Works matching IS 25146955 AND DT 2021
Results: 68
What support and development will mentors need to deliver the early career framework optimally?
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- Impact (2514-6955), 2021, n. 13, p. 76
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Assessing the potential to teach: Lessons from an education assessment centre and later classroom practice.
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- Impact (2514-6955), 2021, n. 13, p. 72
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How can we support beginning teachers to be deliberative, engaging in self-regulation, as they learn teaching?
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- Impact (2514-6955), 2021, n. 13, p. 68
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Leveraging change: The importance of practice.
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- Impact (2514-6955), 2021, n. 13, p. 66
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Rethinking CPD: How coaching as a means of professional development can support staff wellbeing.
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- Impact (2514-6955), 2021, n. 13, p. 64
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The impact of video interaction guidance on the wellbeing of practitioners working with children and young people who have severe learning difficulties.
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- Impact (2514-6955), 2021, n. 13, p. 62
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Podcast CPD: Putting teachers in control of their CPD.
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- Impact (2514-6955), 2021, n. 13, p. 60
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A culture of practitioner research: Growing teacher expertise.
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- Impact (2514-6955), 2021, n. 13, p. 56
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Developing David Kolb's experiential learning cycle.
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- Impact (2514-6955), 2021, n. 13, p. 54
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Schools are places of learning but are they learning organisations?
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- Impact (2514-6955), 2021, n. 13, p. 51
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Sustainable professional learning: A development of Lesson Study.
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- Impact (2514-6955), 2021, n. 13, p. 25
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Securing sustainable teacher development through an embedded weekly professional learning programme.
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- Impact (2514-6955), 2021, n. 13, p. 48
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Towards a national system of subject-specific CPD.
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- Impact (2514-6955), 2021, n. 13, p. 40
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Staying connected: The informal learning of primary teachers during the COVID-19 lockdown to meet the challenges of emergency remote learning.
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- Impact (2514-6955), 2021, n. 13, p. 36
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Piloting a CPD quality assurance system.
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- Impact (2514-6955), 2021, n. 13, p. 32
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Professional development without professional teachers: Why maintaining and protecting teaching professionalism is integral to effective teacher development.
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- Impact (2514-6955), 2021, n. 13, p. 29
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Creating the engine room for professional learning: Explaining a research-based model.
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- Impact (2514-6955), 2021, n. 13, p. 44
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Heads coaching heads for school improvement.
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- Impact (2514-6955), 2021, n. 13, p. 22
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Professional development for career progression: Through the lens of ethnic diversity and gender.
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- Impact (2514-6955), 2021, n. 13, p. 20
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Implementing instructional coaching: A guide for school leaders.
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- Impact (2514-6955), 2021, n. 13, p. 16
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Teacher excellence at the heart of leadership.
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- Impact (2514-6955), 2021, n. 13, p. 14
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The codification of leadership knowledge.
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- Impact (2514-6955), 2021, n. 13, p. 10
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Written lesson observation feedback in initial teacher education.
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- Impact (2514-6955), 2021, n. 12, p. 66
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Reconsidering the role of mock exams in schools.
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- Impact (2514-6955), 2021, n. 12, p. 62
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The importance of formative assessment and responsive teaching in the post-COVID era.
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- Impact (2514-6955), 2021, n. 12, p. 60
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Reimagining the 'characteristics of effective teaching and learning' as a framework for feedback in the Early Years.
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- Impact (2514-6955), 2021, n. 12, p. 57
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Fostering leaders in the Early Years: The urgent need for problem-focused leadership development through a social leadership lens.
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- Impact (2514-6955), 2021, n. 13, p. 6
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An alternative to GCSEs: Reuniting curriculum, pedagogy and assessment.
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- Impact (2514-6955), 2021, n. 12, p. 70
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An evidence-based approach to CPD.
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- Impact (2514-6955), 2021, n. 13, p. 1
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Building a responsive teaching culture by designing and using hinge questions.
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- Impact (2514-6955), 2021, n. 12, p. 78
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Assessment and initial teacher education in Wales at a time of change: Adapting and learning.
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- Impact (2514-6955), 2021, n. 12, p. 75
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What does effective whole-class feedback in English look like?
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- Impact (2514-6955), 2021, n. 12, p. 72
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Secondary modern language students and assessment: Conceptions, metacognition and emotions.
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- Impact (2514-6955), 2021, n. 12, p. 54
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'When does feedback help me to learn?' Children's perceptions of feedback in a primary school.
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- Impact (2514-6955), 2021, n. 12, p. 51
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Assessment beyond levels in the Early Years.
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- Impact (2514-6955), 2021, n. 12, p. 24
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Investigating young children's learning through a schema lens: How can schema theory inform practice in an Early Years class in a special school?
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- Impact (2514-6955), 2021, n. 12, p. 48
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A framework for defining and assessing creative thinking.
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- Impact (2514-6955), 2021, n. 12, p. 41
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How can issues of validity and reliability be addressed to strengthen internal school assessment?
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- Impact (2514-6955), 2021, n. 12, p. 36
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The place of public examinations in future school assessment.
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- Impact (2514-6955), 2021, n. 12, p. 32
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Revitalising rubrics.
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- Impact (2514-6955), 2021, n. 12, p. 28
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The key principles to effective feedback.
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- Impact (2514-6955), 2021, n. 12, p. 46
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Principles and purposes of assessment in the classroom.
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- Impact (2514-6955), 2021, n. 12, p. 20
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Supporting teachers in their early careers.
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- Impact (2514-6955), 2021, n. 12, p. 17
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Issues of trust in teachers' assessments: Can the profession move forward?
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- Impact (2514-6955), 2021, n. 12, p. 13
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The accountability paradox.
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- Impact (2514-6955), 2021, n. 12, p. 10
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Quality conversations: The role of collaboration in assessment.
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- Impact (2514-6955), 2021, n. 12, p. 6
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From the editor.
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- Impact (2514-6955), 2021, n. 12, p. 1
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Personality traits linked to course withdrawal and retention for primary school teacher trainees.
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- Impact (2514-6955), 2021, n. 11, p. 78
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The retention and progression of teachers from minority ethnic groups.
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- Impact (2514-6955), 2021, n. 11, p. 75
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Teacher as commodity versus teacher as professional: An international status-based crisis in teacher supply.
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- Impact (2514-6955), 2021, n. 11, p. 71
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