Works matching IS 25146955 AND DT 2021

Results: 68

What support and development will mentors need to deliver the early career framework optimally?

Published in:

Impact (2514-6955), 2021, n. 13, p. 76

By:

JUMP, KATIE

Publication type:

Article

Assessing the potential to teach: Lessons from an education assessment centre and later classroom practice.

Published in:

Impact (2514-6955), 2021, n. 13, p. 72

By:

CHURCHES, RICHARD;
PENFOLD, COLIN

Publication type:

Article

How can we support beginning teachers to be deliberative, engaging in self-regulation, as they learn teaching?

Published in:

Impact (2514-6955), 2021, n. 13, p. 68

By:

BLAIR, TESSA

Publication type:

Article

Leveraging change: The importance of practice.

Published in:

Impact (2514-6955), 2021, n. 13, p. 66

By:

EDWARDS, KATE

Publication type:

Article

Rethinking CPD: How coaching as a means of professional development can support staff wellbeing.

Published in:

Impact (2514-6955), 2021, n. 13, p. 64

By:

PASS, CLAIRE

Publication type:

Article

The impact of video interaction guidance on the wellbeing of practitioners working with children and young people who have severe learning difficulties.

Published in:

Impact (2514-6955), 2021, n. 13, p. 62

By:

CARTWRIGHT, PENELOPE

Publication type:

Article

Podcast CPD: Putting teachers in control of their CPD.

Published in:

Impact (2514-6955), 2021, n. 13, p. 60

By:

TAYLOR, STEVE

Publication type:

Article

A culture of practitioner research: Growing teacher expertise.

Published in:

Impact (2514-6955), 2021, n. 13, p. 56

By:

TINSLEY, KIRSTEN

Publication type:

Article

Developing David Kolb's experiential learning cycle.

Published in:

Impact (2514-6955), 2021, n. 13, p. 54

By:

ENSER, ZOE

Publication type:

Article

Schools are places of learning but are they learning organisations?

Published in:

Impact (2514-6955), 2021, n. 13, p. 51

By:

BYRNE, MARTIN

Publication type:

Article

Securing sustainable teacher development through an embedded weekly professional learning programme.

Published in:

Impact (2514-6955), 2021, n. 13, p. 48

By:

NEVETT, SCOTT

Publication type:

Article

Creating the engine room for professional learning: Explaining a research-based model.

Published in:

Impact (2514-6955), 2021, n. 13, p. 44

By:

LOFTHOUSE, RACHEL

Publication type:

Article

Towards a national system of subject-specific CPD.

Published in:

Impact (2514-6955), 2021, n. 13, p. 40

By:

TRACY, CHARLES;
CHILDS, LAURA

Publication type:

Article

Staying connected: The informal learning of primary teachers during the COVID-19 lockdown to meet the challenges of emergency remote learning.

Published in:

Impact (2514-6955), 2021, n. 13, p. 36

By:

PARKIN, JOHN;
SPEAR, SARA

Publication type:

Article

Piloting a CPD quality assurance system.

Published in:

Impact (2514-6955), 2021, n. 13, p. 32

By:

CHEDZEY, KATY;
PERRY, EMILY;
CUNNINGHAM, MARIA

Publication type:

Article

Professional development without professional teachers: Why maintaining and protecting teaching professionalism is integral to effective teacher development.

Published in:

Impact (2514-6955), 2021, n. 13, p. 29

By:

FOX, HANNAH

Publication type:

Article

Sustainable professional learning: A development of Lesson Study.

Published in:

Impact (2514-6955), 2021, n. 13, p. 25

By:

MYNOTT, JOHN

Publication type:

Article

Heads coaching heads for school improvement.

Published in:

Impact (2514-6955), 2021, n. 13, p. 22

By:

RAYBOULD, REBECCA;
OBE, PHILIP HAMILTON;
RIGBY, HOLLY

Publication type:

Article

Professional development for career progression: Through the lens of ethnic diversity and gender.

Published in:

Impact (2514-6955), 2021, n. 13, p. 20

By:

HARROWELL, YOULANDE;
BANTON, ARETHA

Publication type:

Article

Implementing instructional coaching: A guide for school leaders.

Published in:

Impact (2514-6955), 2021, n. 13, p. 16

By:

FARNDON, STEVE

Publication type:

Article

Teacher excellence at the heart of leadership.

Published in:

Impact (2514-6955), 2021, n. 13, p. 14

By:

LOMAX, JO

Publication type:

Article

The codification of leadership knowledge.

Published in:

Impact (2514-6955), 2021, n. 13, p. 10

By:

BARKER, JEN;
REES, TOM

Publication type:

Article

Fostering leaders in the Early Years: The urgent need for problem-focused leadership development through a social leadership lens.

Published in:

Impact (2514-6955), 2021, n. 13, p. 6

By:

CROWTHER, POLLY;
SAKR, MONA

Publication type:

Article

An evidence-based approach to CPD.

Published in:

Impact (2514-6955), 2021, n. 13, p. 1

By:

COE, ROB;
KIME, STUART

Publication type:

Article

Building a responsive teaching culture by designing and using hinge questions.

Published in:

Impact (2514-6955), 2021, n. 12, p. 78

By:

FOSTER, VICTORIA;
UNDERHILL, SIMON;
GILLINGHAM, KIM;
BRINKWORTH, HAZEL

Publication type:

Article

The importance of formative assessment and responsive teaching in the post-COVID era.

Published in:

Impact (2514-6955), 2021, n. 12, p. 60

By:

PRICE, MEGAN

Publication type:

Article

What does effective whole-class feedback in English look like?

Published in:

Impact (2514-6955), 2021, n. 12, p. 72

By:

McDONALD, RICHARD

Publication type:

Article

An alternative to GCSEs: Reuniting curriculum, pedagogy and assessment.

Published in:

Impact (2514-6955), 2021, n. 12, p. 70

By:

STEPHENS, HUGH

Publication type:

Article

Written lesson observation feedback in initial teacher education.

Published in:

Impact (2514-6955), 2021, n. 12, p. 66

By:

PUTTICK, STEVE

Publication type:

Article

Reconsidering the role of mock exams in schools.

Published in:

Impact (2514-6955), 2021, n. 12, p. 62

By:

POINTER, NICK

Publication type:

Article

Assessment and initial teacher education in Wales at a time of change: Adapting and learning.

Published in:

Impact (2514-6955), 2021, n. 12, p. 75

By:

JAMES, DAVID;
MORGAN, ALEX;
MILTON, EMMAJANE;
BRYANT, ANNA;
CLEMENT, JENNIE;
KNEEN, JUDITH;
BEAUCHAMP, GARY

Publication type:

Article

Reimagining the 'characteristics of effective teaching and learning' as a framework for feedback in the Early Years.

Published in:

Impact (2514-6955), 2021, n. 12, p. 57

By:

DOWNING, VERITY

Publication type:

Article

Secondary modern language students and assessment: Conceptions, metacognition and emotions.

Published in:

Impact (2514-6955), 2021, n. 12, p. 54

By:

BARON, SIMON

Publication type:

Article

'When does feedback help me to learn?' Children's perceptions of feedback in a primary school.

Published in:

Impact (2514-6955), 2021, n. 12, p. 51

By:

FEIL, TRACEY

Publication type:

Article

Investigating young children's learning through a schema lens: How can schema theory inform practice in an Early Years class in a special school?

Published in:

Impact (2514-6955), 2021, n. 12, p. 48

By:

GRIFFITHS-MURRU, ANTONIO;
PARKER, CHRISTINE

Publication type:

Article

The key principles to effective feedback.

Published in:

Impact (2514-6955), 2021, n. 12, p. 46

By:

CHILES, MICHAEL

Publication type:

Article

A framework for defining and assessing creative thinking.

Published in:

Impact (2514-6955), 2021, n. 12, p. 41

By:

SCOULAR, CLAIRE;
HEARD, JONATHAN

Publication type:

Article

How can issues of validity and reliability be addressed to strengthen internal school assessment?

Published in:

Impact (2514-6955), 2021, n. 12, p. 36

By:

JOHNS, TOM

Publication type:

Article

The place of public examinations in future school assessment.

Published in:

Impact (2514-6955), 2021, n. 12, p. 32

By:

STANDISH, ALEX;
PERKS, DAVID

Publication type:

Article

Revitalising rubrics.

Published in:

Impact (2514-6955), 2021, n. 12, p. 28

By:

CAMPBELL, RYAN;
BOKHOVE, CHRISTIAN

Publication type:

Article

Assessment beyond levels in the Early Years.

Published in:

Impact (2514-6955), 2021, n. 12, p. 24

By:

GRENIER, JULIAN

Publication type:

Article

Principles and purposes of assessment in the classroom.

Published in:

Impact (2514-6955), 2021, n. 12, p. 20

By:

EARLE, SARAH

Publication type:

Article

Supporting teachers in their early careers.

Published in:

Impact (2514-6955), 2021, n. 12, p. 17

By:

GIBB, NICK

Publication type:

Article

Issues of trust in teachers' assessments: Can the profession move forward?

Published in:

Impact (2514-6955), 2021, n. 12, p. 13

By:

WALKER, MICK

Publication type:

Article

The accountability paradox.

Published in:

Impact (2514-6955), 2021, n. 12, p. 10

By:

LARVIN, CHRIS

Publication type:

Article

Quality conversations: The role of collaboration in assessment.

Published in:

Impact (2514-6955), 2021, n. 12, p. 6

By:

ANGELL, HELEN

Publication type:

Article

From the editor.

Published in:

Impact (2514-6955), 2021, n. 12, p. 1

By:

HARRISON, CHRIS

Publication type:

Article

Personality traits linked to course withdrawal and retention for primary school teacher trainees.

Published in:

Impact (2514-6955), 2021, n. 11, p. 78

By:

DALE, LYN;
FOX, ALISON;
LOE, ROB;
RICHARDS, ANNA;
SIDA-NICHOLS, KATE;
WINKLEY, BEN;
GAÁL, EVELIN

Publication type:

Article

The retention and progression of teachers from minority ethnic groups.

Published in:

Impact (2514-6955), 2021, n. 11, p. 75

By:

TERESHCHENKO, ANTONINA;
MILLS, MARTIN

Publication type:

Article

Teacher as commodity versus teacher as professional: An international status-based crisis in teacher supply.

Published in:

Impact (2514-6955), 2021, n. 11, p. 71

By:

OVENDEN-HOPE, TANYA

Publication type:

Article