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Studying at M level

Some programmes of initial teacher education have elements that are studied at Masters level. The resources available on TTRB will be very useful to anyone studying at Masters level and beyond as it is concerned with the evaluation and utilisation of evidence across education. This section focuses on how Masters level study can be  engaged in successfully within teacher education where there may be competing pressures.

 Number of resources (75)


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Preparing Teachers for Management and Leadership of Multi-agency Assessment of Vulnerability: building capacity in ITT
This is a report of a Research and Development project to develop practice based learning materials to support multi-agency working. A third round of Research and Development projects was supported by TDA funding to develop the knowledge base in ITT & CPD and focused on Special Educational Needs (SEN). The projects featured innovative, exploratory and developmental research.
24.06.10
Article published to TTRB Special Educational Needs
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Is initial teacher training failing to meet the needs of all our young people?
This report offers a critique of the current secondary teacher training model in England by suggesting that it should adopt a framework of teacher education based on social pedagogy, similar to that of Sweden, rather than that which the author describes as the utilitarian, competency-based training operating today. The author, James Wetz, is writing on behalf of the CfBT Education Trust, a...
22.06.10
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The Rhetoric of ICT and the New Language of Learning: a critical analysis of the use of ICT in the curricular field
This academic paper, published in the European Educational Research Journal, is a study of how information and communication technologies (ICT) are perceived in educational settings. It seeks to establish a critical link between the political rhetoric of ICT within the Norwegian education system and what the authors refer to as a new 'language of learning' that ICT can help to facilitate.
25.05.10
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Achievement and Inclusion in Schools and Classrooms: Participation and Pedagogy BERA 2008
This paper discusses the relationship between educational achievement and inclusion and considers what conceptual approaches might support an examination of this relationship.
19.05.10
Article published to TTRB Special Educational Needs
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As we see it: improving learning in the museum
This resource is a conference paper presenting research conducted in Australia, describing and analysing pupil learning experiences in the Australian Museum in Sydney. The paper is jointly authored by a member of the Faculty of Education & Social Work, University of Sydney, and a member of the museum staff. The paper was presented at BERA 2003.
27.04.10
Philip Snell
Introducing the TDA SEN Research and Development Awards
This is a video introduction of the TDA SEN Research awards. Jacquie Nunn begins by emphasising the importance of teachers being able to make use of evidence to inform and improve their practice. Phil Snell goes on to state that it is important for teachers to be able to learn from others about what works in practice.
22.04.10
Article published to TTRB Special Educational Needs
Education Line
“If You Could Wave a Magic Wand…” - Special Educational Needs in London: Diversity, Complexity and Context
This source is a paper given at the British Educational research Association Conference in 2009, written up as a chapter as part of a larger study. The chapter focuses on the difficulties encountered by SENCOs, TAs and teachers in their work with children with SEN in London. In particular, the paper gives a clear voice to these professionals about the issues of paperwork, time, parents, behaviour...
15.04.10
Article published to TTRB Special Educational Needs
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Story Links Final Summary Report
The Story Links Project is co-funded by the Esmee Fairbairn Foundation and TDA as part of the Research and Development Awards. The aim of the project was to evaluate the impact of the parent-partnership Story Links Programme that supports pupils at risk of exclusion who also have literacy difficulties and involves pupils, parents and teachers in the cooperative production of stories to address...
14.04.10
Article published to TTRB Special Educational Needs
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Effective Classroom Practice: A mixed-method study of influences and outcomes
This is the full research report of a two-year mixed method study funded by the ESRC into effective classroom practice in both the primary and secondary phases of schooling. This research, which was undertaken between 2006 and 2008 by a team at the University of Nottingham, built on an existing longitudinal four-year research project involving 80 teachers, and aimed to draw out the key factors...
07.04.10
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Educational Research and Policy: How can we ensure that our findings are used?
This paper, presented at BERA 2009, considers the impact that educational research has on policy, largely by reviewing relevant literature and by evaluating the impact that three very different NFER research projects (TIMSS, Gifted and Talented Evaluation, and National Monitoring Surveys) have had on policy.
22.03.10
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The SALT Review: Independent Review of Teacher Supply for Pupils with Severe, Profound and Multiple Learning Difficulties (SLD and PMLD)
The purpose of the Review was to investigate teacher supply issues relating to children with Severe Learning Difficulties and Profound and Multiple Learning Difficulties. The focus of the Review has been on the recruitment and retention of teachers, Initial Teacher Training (ITT) and Continuing Professional Development (CPD). The report notes that the teaching population with expertise in this...
16.03.10
Article published to TTRB Special Educational Needs
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The Building of a New Academic Field: the case of French didactiques
This journal article traces the creation and development of French disciplinary didactiques, a cultural term coined by the French educational system. It may be of interest to those who are interested in drawing comparisons between English and French education systems and pedagogy.
09.03.10
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Trends in Research on Teaching and Learning in Schools: didactics meets classroom studies
The resource, a journal article, is an overview of patterns of research in school teaching and learning from the 1920s to the present day. The review is conducted by examining three strands that the author terms the ‘who' (i.e. the teachers and learners), the ‘how' (i.e. pedagogical methodologies), and the ‘what' (i.e. the content taught). For each of the strands, the author discusses the...
08.03.10
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Lessons from History
This four page POSTnote, from January 2009, considers how evidence from history could contribute to policy-making. It outlines key developments in the use of evidence in policy-making, but claims that historical research is under-utilised. A number of ways forward in this are suggested.
05.03.10
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Mapping Education Research in the United Kingdom/The Social Organisation of Education Research in England
These two articles are from a European peer-reviewed education journal, European Educational Research Journal (2007). This particular issue maps education research in the UK. The first, Mapping Education Research in the United Kingdom, provides an introduction to the issue, relating the educational research in England, Northern Ireland, Scotland and Wales. The second, The Social Organisation of...
02.03.10
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A test of the factorial validity of the Teacher Efficacy Scale
This journal article, from Research in Education, reports on the findings of research carried out to gauge the validity of the Teacher Efficacy Scale, the purpose of which is to measure teachers' attitude towards working with students. There are two versions of the scale – the long form (Gibson and Dembo, 1984) and the short form (Hoy and Woolfolk, 1993). These are designed to take a sample from...
19.02.10
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Governing by Numbers? Shaping Education through Data
This resource is a CES (Centre for Educational Sociology) briefing paper sketching an analysis of the effects of European Union-sponsored collection of data on the education systems of the member states. The analysis is part of a study funded by the Economic and Social Research Council (ESRC), "Governing by Numbers", itself part of a larger study funded by the European Science Foundation (ESF),...
09.02.10
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Dilemmas of Difference, inclusion and disability: international perspectives
This resource is a conference paper prepared by Brahm Norwich, Professor of Educational Psychology & Special Educational Needs, School of Education & Lifelong Learning, University of Exeter, which was presented at the British Educational Research Association Annual Conference in 2006.
05.02.10
Article published to TTRB Special Educational Needs
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MTeach - A School-Based Masters
This is a video from Teachers TV which is part of the 'Innovations' series. On it, the headteacher of a 1500 pupil suburban comprehensive in Essex and his staff show how the 3-year MTeach (Master of Teaching) course, designed by the Institute of Education in London for practising teachers, has been embraced by the school.
07.01.10
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Being the best for our children: Releasing talent for teaching and learning
This is an information-giving document dated March 2008 from the Department of Children, Schools and Families. It presents the Government’s planned approaches towards developing the workforce in schools.
01.12.09
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