Start here when searching for practitioner research about particular groups or stakeholders (note this is who the research is about, not who it’s written for), including:
The project initially focussed on consulting FE providers for their perceptions of the impact of the implementation the Leitch Review of Skills would have on aspects of their work, their preparedness for challenges, and priorities for external support. This was done through a survey available online with a postal option available. The project then consulted 30 providers through visits, telephone interviews, and discussions with representative bodies to assess each institutions readiness for the implementation challenges.
The project arranged work placements for teaching staff within industry. Once those placements were complete, they cascaded their experience to colleagues, and aimed to improve their students’ learning experience as a result. The participants then devised a toolkit for employers to empower and encourage them to host teacher placements as a way to formalise and replicate the most useful parts of our process.
This project's main focus was the integratiom of a single SEND learner with significant behaviour problems in a mainstream class and use of a Group Problem Solving protocol based on primary school circle time. The protocol was designed to enable the focus student and his peers to take ownership of resolving their collective learning challenges. In this way the college was able to address a mismatch between the focus student's academic abilities and those of his initial peers and enable him to address dysfunctional behaviours arising from a) anxiety in the face of a new, more academically challenging classroom setting and b) feelings arising form continuing home probelms. Group Problem Solving sessions and techniques were used to promote positive relationships, help all learners to develop self-esteem, and develop collaborative solutions to leanring challenges whilst promoting social and emotional development.
The main focus of the study was to develop a 3 step approach to behaviour managent. It involved documenting learners' inappropriate behaviours and their causes as extensively as possible, an interview with the student and the parents and or supporting agency, designed to identify supporting strategiesneeded to ensure the learner has posiitve leanring experiences and the developmentof a behaviour management plan which sets out likely behaviours, potential impacts and techniques to minimise those behaviours. The case study provides an example of these resources being used with a learner at the college.
The aim of the project was to embed accelerated learning techniques into the college's English for Speakers of Other Languages (ESOL) provision in order to demonstrate the sustainable attributes of this approach. The project aimed to improve the college's ESOL grade from good to outstanding, better engage learners in their lessons, and demonstrate that excellent teaching and sustainable teaching are one and the same thing.
The focus was to engage with gypsy/traveller communities and enable them to attend sessions and work with artists as well as engage in other activities (e.g. improving English and Maths, attend conferences etc). Another strand of actvity was to use the project to raise awareness of the issues gypsy and traveller communities face in oder to encourge and extend future cross-partnership working.
This project aimed to develop a pan-London community of practitioners willing to identify and share resources and practices to support all learners in the collaborating colleges, to promote higher achievement through improved assessment and embedding English in the vocational curriculum.
The project was triggered as a response to the involvement of a disruptive minority of vulnerable students who were involved with football firms, especially with the Lincoln Youth Squad, which aligns itself with Lincoln City FC. But the project was developed to explore many more facest of equality and diversity.
The focus was to reduce the teacher’s marking workload, improve, students understanding of essays, longer response answers and mark schemes, as well as being an enjoyable and novel way of learning.
The focus is on exploring the use and impact of advanced practitioners in further education providers, understanding what effective practice looks like in terms of collaborating with APs, and demonstrating how to improve the quality of practice involving APs working with teachers, coaches, assessors and trainers
