RiA Conference Review – part three

The big privacy debate: how do young people perceive privacy when using social media in the UK?

Chapman is a senior lecturer in Education at the University of Northampton, whose research explores young people’s behaviour online, and their perceptions of privacy. The big question overarching Chapman’s talk was ‘Does privacy exist in young people’s lives when they’re online?’ One of Chapman’s key reasons for this research was to give space for the voices of young people on an issue that is both relevant and important to them, but also to underpin a mutual understanding of how children’s experiences online can inform our practice when engaging with children and young people.

Though Social Networking Sites (SNS) have been written about for the past 25 years since their conception, Chapman highlights that these are ever evolving, and often leave the realms of young people’s lives as quickly as they enter them. Mark Zuckerberg’s famous statement “Privacy is dead” perfectly encapsulates the feelings of a worried generation of youth. Parents’ and guardians’ concerns about online safety contradict young peoples’ desires for privacy online, creating a difficult and stressful dynamic for families everywhere. Chapman found that though young people do take risks with their online identities, they also see value in their interactions, and worry about their peers more than themselves.

I asked Chapman what his response might be to schools whose only advice (to parents and students) is for students to stop using SNS altogether. Chapman replied that he found that quite sad, expressing a need for both educators and young people to be informed on the benefits and risks of using SNS. They also stated that if we knew more about young people’s perceptions and experiences online, we may have been able to support them throughout COVID in a more informed way. Social media is an irrefutable constant in many young people’s lives and, as educators, it may just be part of our job to better understand it.

Concluding thoughts

Despite it’s unconventional arrangement, the RiA virtual conference (2020) was engaging and enlightening. Davies’ keynote presentation was a highlight for many students, including myself, who felt optimistic about the concept of a truly inclusive and enriching school culture. All of the speakers’ enthusiasm for educational research and its capacity to develop our personal and professional lives was inspiring, and I believe we all left the day feeling more hopeful for teaching in 2021 and beyond.

Abigail Ball : 16 Feb 2021 13:46 |  Tags: Adam Chapman Research Teaching |  Comments (0) |  Close comments |  Report a problem

RiA Conference Review – part two

What defines an international school?

Weeks had a long standing interest in international schooling, having been primary school educated abroad them-selves, and with teaching experience in Singapore, Madrid, and Bangkok. Their own mother in law, originally a singer, founded the Sharjah International School in the United Arab Emirates, one of the leading international schools globally.

Despite the distinct lack of quality research on the subject, Weeks gave trainee teachers an overview of what is known about the types of international school that exist, and what attracts families and teachers to them. The Independent Schools Council (ISC) predicts that by 2029, there will be 18,929 international schools educating 10.6 million children, needing double the current staff at 1.03 million teachers. This is as many as 1 in 4 teachers from the UK, Ireland, Australia, and the USA, all for international schooling. The demand for certified anglo-western teachers globally poses huge financial, social, moral, and ethical issues in the UK teaching system; interestingly, 45% of these schools adopt the English national curriculum, thanks to its easily accessible and standardised nature.

Weeks explored with us the three types of international schools, their ethics, and some of the sociocultural implications of for-profit international schooling. They also defined the phenomena of fourth culture kids, as students who find themselves not abroad, but in a foreign system which does not represent their home culture nor beliefs in the way that their home system would.

Key points to remember when considering a profession in international teaching included acknowledging the challenge of living and working abroad, researching the school, package, and cost of living, not underestimating what you have to offer, and Weeks’ concluding point: “Don’t be afraid to come back!” Students considering teaching abroad in international schools found the session hugely informative, with plenty to think about.

Teaching LGBTUA+ content in schools: an ethnographic approach

Rowan-Lancaster is an LGBTUA+ teacher educator, previous PSHE coordinator, and current teaching member on the Primary team at the University of Warwick. Their ongoing EdD research explores trainee teachers’ fears in relation to teaching LGBTUA+ content in schools, and in the talk on Monday they shared some of the potential reasons behind these fears.

Some of the data Rowan-Lancaster has begun to analyse so far shows that teacher fears include: students’ parents having an issue with the content; not having support from their senior leadership team; accidentally offending LGBT families; using incorrect terminology; not meeting their teaching and professional standards; and concerns linked to social media, such as what the consequences might be in their local communities, and whether parents will broadcast the issue on social media. Overall, teachers did not want to blur their personal and professional lives, an issue also explored in Davies’ keynote presentation.

Rowan-Lancaster hopes that their research will have a lasting impact in schools in reassuring trainee teachers that the equality act and their universities are supporting them. They would like to see less fear in teaching LGBTUA+ content in RSE, and hope that schools will start to see that leading ITT providers such as the University of Warwick have a clear focus in social justice, and will follow suit. Rowan-Lancaster acknowledges that social and structural change such as this inevitably takes time. The presentation was objective, focussed, and left students feeling optimistic about the future of teaching.

Abigail Ball : 08 Feb 2021 16:02 |  Tags: Jen Rowan Lancaster Kirsty Weeks Research Teaching |  Comments (0) |  Close comments |  Report a problem

RiA Conference Review – part one

The show went on this year with the University of Warwick Centre for Teacher Education’s seventh annual Research in Action Conference. Unlike any before, the 2020 RiA Conference was held virtually via Blackboard Collaborate online meeting rooms, of which students could pick and mix which links to click, or rather, which talks to attend. This allowed students to explore a variety of current issues and initiatives within educational research in the comfort of their own homes (and slippers) ranging from the implications of class and colonialism in international schooling, to how teens feel when their Nan comments on their social media posts.

The conference aims were to help trainees get a feel for what educational research is, and to understand how being research-engaged can enhance our professional development. The day went smoothly and was received well by students, who felt that the talks were informative, easy to access, and refreshing at the end of a long and stressful first term. Here are overviews of the talks I attended, and what some students thought about them.

Keynote: The Trust Revolution in Schools – Jeanie Davies “We are the revolution. We are the culture […] It is in every one of us.”

Davies’ keynote presentation on building revolutionary school cultures was an excellent start to the day, with many students noticing their enthusiasm for the subject, and commenting on how informative and reassuring they found the talk. Davies’ background in international business helped train her eye to recognising toxic cultures, but it wasn’t until they progressed into teaching that they had the language to describe the experience. Davies’ upcoming book The Trust Revolution in Schools (2020) details the importance of vulnerability and the capacity to show up as we are when navigating our professional and personal relationships. As trainee teachers, some of the statistics that Davies enlightened us to were shocking; in 2017, the number of teachers leaving the profession was higher than those entering for the first time since records began, and currently, 20% of NQTs are leaving the UK state sector within their first 2 years. Davies argues that a revolution is necessary, and that it is in our hands to bring one about. It may be true that it is a British tendency to avoid the Zone of Uncomfortable Discussion, or to flee toxic cultures by calling in sick, but so long as we do not believe that growth and change are possible, they never will be. Davies calls on teachers and leaders alike to cultivate trust-based cultures in schools, promising outcomes of collaboration, up-skilling one another, improved teaching and learning, but most importantly a higher state of wellbeing for all.

Getting published: a workshop aimed at helping you to get published – Kate Mawson “You only need to do it in order to have done it”

Mawson’s workshop style event advised trainees on how to maximise their publishing opportunities, and was open to people from all areas of education, whether aiming to publish academically or non-academically. The session was constructive, with clear examples of Legitimate Peripheral Participation (LPPs) which trainees could look out for as ways to enhance their professional identity. Mawson also discussed how LPPs can help to limit imposter syndrome when facing concerns about our own experience or relevance, particularly when comparing ourselves to ‘experts’, who Mawson claims are just further along their participatory journey than we are. They encouraged the trainees by telling us that we were more experienced than we realised, and Mawson’s biggest piece of advice for students trying to get into blogging and publication was to engage socially with this environment, but also, to “Just do it!”

Abigail Ball : 05 Feb 2021 09:56 |  Tags: Jeanie Davies Kate Mawson Research Teaching |  Comments (0) |  Close comments |  Report a problem

7th Annual Conference on Research in Action report part two – Kymberley

Teachers are the revolution!

Jeanie Davies provided an exceptional talk on the root causes of why teachers leave the profession. With a brief overview of the origins of our eight primary emotions as humans, and our deep rooted need to stay connected to one another, Jeanie highlighted the importance of social capital and the need for a shift in school culture. Workload, accountability, Ofsted and government ideologies are just a few of the pressures teachers have to face, and this has generated an increase in fear and created a lack of trust between staff.

Jeanie’s overall message set the tone for the rest of the conference: the power of using research based evidence to apply positive change within education, lies with us. We are human. We are educators and teachers are the revolution!

Supporting the engagement of disaffected and disengaged learners/those with low academic self-esteem

An in-depth look into Becki Coombe’s research highlighted the importance of creating positive learning environments to increase pupil engagement of tasks within the classroom. Obstacles to learners’ progression were considered, and different methods of motivation such as providing a supportive structure, leading by example and the 5 R’s for a positive learning environment were explored.

Teaching Early Numeracy to Children with Developmental Disabilities

This presentation by Dr Corinna Grindle detailed the ‘Teaching Early Numeracy to Children with Developmental Disabilities (TEN-DD) approach. It effectively summarised the assessment and learning framework and interestingly discussed the implications. Corinna highlighted the lack of research and resources that is currently available, but with effective use of the TEN-DD approach, children with developmental disabilities can show significant improvement in attainment of skills.

Action research: Workload reform for teachers

This talk by Dr Deborah Roberts examined the current issue of the teacher and trainee workload. It featured key policy documentation from Ofsted and the Department of Education. Deborah effectively presented her research from a yearlong project, exploring methodology and findings, of an investigation of trainee experiences of workload on the PGCE. It also included an interesting summary of their reviews on workload reform initiatives.

Empowering preservice teachers to develop personal and professional resilience

This interesting presentation given by Georgina Newton and Dr Holly Heshmati explored the strategies that preservice teachers can implement to help with the development of personal and professional resilience. The session also included an insight into relevant and current research regarding teacher well-being and how we can boost this.

Attendees were introduced to the five aspects of resilience as a multi-dimensional construct and also focused on the exercise of agency in employing practical strategies to overcome daily challenges in the teaching profession.

This presentation continued with a discussion on the possible implications this could have on trainee teachers and the ITT education programmes, including school leaders and preservice teachers. The overwhelming message of this session was the focus on building a toolkit of resilience to be used within our professional lives.

The ethical teacher: Why character matters in the teaching profession

The session by Julie Taylor placed great emphasis on the importance of character. It provided a perceptive exploration of its impact on teachers, by considering the profession through an ‘ethical lens’. We examined the meaning of virtuous practice, and the positive impacts this can have on school ethos and teacher/pupil development. This was a very enlightening discussion that all teachers should consider within their own practice.

Abigail Ball : 26 Jan 2021 09:58 |  Tags: Becki Coombe Corinna Grindle Deborah Roberts Georgina Newton Holly Heshmati Jeanie Davies Julie Taylor Research Teaching |  Comments (0) |  Close comments |  Report a problem

A report on the 7th Annual Conference on Research in Action – Kymberley

Annually since 2014, the Research in Action conference has been running to bring together educational researchers from across the midlands to help motivate, encourage and inspire teacher trainees. With a range of presenters, from the knowledgeable staff from Warwick, teachers of local schools, academics from other universities and professional researchers from external organisations, a vast number of a topics were covered so that all trainees were given the opportunity to understand what educational research could mean to them. How could they approach it throughout their careers? How could it enhance their professional development? With such a full, action-packed programme, each trainee was able to customise their own timetable throughout the day, and select specific topics of interest. The day was an enjoyable, educational experience, and there was something for everybody.

As teachers, we are all researchers in the classroom

Dr Nicola Crossley motivated the virtual room with her awe-inducing career journey. From teacher trainee to Director of Inclusion, Council Representative and Chair of the Women Leaders’ Network, Nicola really did show us that it is possible to achieve all our goals. Sharing her experience of balancing doctoral research with a full-time senior leadership role in school, the talk highlighted research opportunities available and also suggested ways in which teachers can engage in manageable, effective educational research. The main idea of Nicola’s speech was to encourage teachers to pursue research at any point within their careers. To be curious, inquisitive and to take risks. We should embrace any research opportunity that comes our way, after all, we are all life-long learners!

Engaging teachers and leaders in ongoing critical research, through the new Frameworks in ITT/E Core Content; Early Career; Ofsted; and beyond

In this session Dr Deb Outhwaite, FCCT investigated how to undertake research and work in a system that is ever-shifting. We looked at the changing landscape, and were provided with some helpful, practical tips as to how it is possible to continue engaging in critical research, while employed in a full-time teaching post.

Feedback not marking!

Dr Liz Pyne focussed on a teachers approach to feedback, Liz offered a revolutionary way to assess pupils work within the classroom. By using the ‘Meaningful, Manageable and Motivating’ approach, we explored how to plan our feedback for classes to improve teacher workload and effectively implement strategies such as self and peer assessment to increase impact. Liz placed a huge emphasis on the importance of changing our viewpoint into ‘providing beneficial feedback’ to pupils, and not just ‘marking’ work.

Re-imagining the school; where pedagogy and physical learning space align

This thought-provoking talk by Jake Lever openly invited attendees to critically reflect upon the design of learning spaces through the use of case studies in Early Years and secondary education. When giving a consideration to how pedagogy informs the design of learning spaces, we explored the implications this could have upon learning. It contained insightful ideas for those who are seeking to create stimulating learning environments within the classroom.

This event is one that is not to be missed! Approaching topics such teacher wellbeing, behaviour management, diversity and inclusion, all attendees will have learned something new to implement within their own practice. With the variety of extraordinary research on offer, the stimulating information from knowledgeable educators, and the wide range of ideas created through discussion, you can only seek to benefit from the Research in Action Conference. Learning from each other and sharing in each other passions, is what research education is all about, and I would not hesitate to recommend this conference to all future trainee teachers. The theme of this conference is to see how research is effectively used within practice to improve all aspects of education, and that research comes from educators and from us. Teachers are the revolution!

Abigail Ball : 20 Jan 2021 10:06 |  Tags: Deb Outhwaite Jake Lever Liz Pyne Nicola Crossley Research Teaching |  Comments (0) |  Close comments |  Report a problem

A Review of the 2020 CTE Research in Action Conference by Carl

Writing about web page https://warwick.ac.uk/fac/soc/cte/students-partners/students/riaconference2020

Conference highlights and lessons learned

When deciding which sessions to attend, it came down to a matter of what I felt would benefit me most as an educator. I knew that, coming into the conference, I was interested in going on to do further research after my PGCE. My subject specialism, history, was also taken into consideration – I wanted something I felt would have an impact in my lessons.

As a start to the conference, I found Jeanie Davies' keynote presentation to be informative and thought-provoking. Not only did she highlight some of the current issues facing the education sector, such as the retention crisis, but she also concisely verbalised a topic that I’ve found is ofttimes hard to describe – that of culture within schools. Using her Trust Revolution Model, Jeanie Davies discussed both the rise of fear-based cultures, how they arise, and how to lead a trust-revolution to inspire change in a schools culture. She also gave helpful advice on how to assess whether a culture matches your values when applying for NQT roles.

Dr Marcelo was my most enjoyed session of the conference – it was clear how passionate he was about inspiring students and helping them be excited about not knowing. Dr Marcelo argued that the key to this is how we create the conditions that enable the children to want to learn - enthusing them to want to learn and want to know. Whilst I can’t discuss the entire session in so few words, to sum it up, it was a transformative experience that made me rethink my approach to questioning; especially the dreaded answer of ‘I don’t know!’

As a queer teacher with a passion for LGBT+ rights within education I have realised there is a limited amount of literature available – which is why I found Jen Rowan-Lancaster’s session so interesting. It was inspiring to see people within the field pushing research forward. This session was complimented greatly by Carol Wild’s presentation. I found that where Jen’s was an informative indepth study, the greater breadth of Carol Wild’s session allowed me to leave the conference with a clearer sense of direction for my academic career after the PGCE.

As a Secondary History PGCE student, I also felt that attending Dr Alison Morgan’s session allowed me to look at history education through a different perspective. The workshop style of the event was one of its strengths, especially when analysing the Peterloo Massacre through different lenses. It gave attendees the opportunity to experience the other side of the classroom beyond the teachers desk. The session did require some level of knowledge on different theories. However, whilst some pre-reading may have been beneficial, this did not stop anyone accessing the session.

The 2020 CTE Research in Action Conference was a good opportunity for trainees to experience and engage with some of the latest research. At the end of a long-term, faced with unique challenges, it re-energized me as I was able to talk and discuss exciting topics with experienced professionals.

Abigail Ball : 11 Jan 2021 11:48 |  Tags: Alison Morgan Carl Roberts Carol Wild Jeanie Davies Jen Rowan Lancaster Marcelo Staricoff Research Teaching |  Comments (0) |  Close comments |  Report a problem

Happy new year!

Welcome to the new year and a new term. We hope that you have managed to have a good break (despite the restrictions) and spent some time with your families/friends either in Christmas bubbles or virtually.

Is one of your new year's resolutions to start your research journey? Ever considered blogging as a first step?

What is WJETT?

The WJETT blog or Warwick Journal of Education - Transforming Teaching blog is designed to encourage staff and students to disseminate good practice and to engage with their peers on academic cultural critique or areas of research that they find interesting. With the increased focus on ‘teachers as researchers’ in the sector, many qualified teachers are expected to publish the outcomes of any action research projects they undertake. The WJETT blog can be the first step on your journey towards publishing and enables you to experience publishing and reviewing in a friendly and supportive environment.

Can I write about anything in my blog post?

Yes pretty much. Academic cultural critique (Thomson and Mewburn, 2013) is always a good source of content for academic blogs. This can include (but is not limited to) comments and reflections on funding; higher education policy or academic life. You might also want to consider blogging about:

• Academic practice (Saper, 2006)
• Information and/or self-help advice
• Technical, teaching and careers advice
• Your research or practice
• How you’ve undertaken research
• The impact of research on your practice
• An area of research/practice that interests you
• Your teaching experiences/reflections

How long can my blog post be?

Each individual blog post should be no longer than 500 words. Long blocks of text are sometimes hard for readers to digest. Break up your content into shorter paragraphs, bullet points and lists whenever possible. Also include a list of keywords or tags as this makes it easier for Google to find your work.

Do I need to use citations?

No, this is a reflective piece so it does not need to include citations (but you obviously can include them if they are relevant).

Can I include links or images?

We would encourage you to include links to any articles that you have considered whilst writing your blog post. We also welcome the use of images (as long as you have permission to use them) as they can often help to illustrate a point and obviously will not be included in the word limit. Please remember this is a public site so if you want to include images of your students in your classes then you will need permission to do this.

What is the process for submitting a piece of work?

Your blog post should be emailed to me at A.Ball.1@warwick.ac.uk. Once the submission has been reviewed it will either be uploaded at the beginning of the next available week or sent back to you for editing if it requires amendments. You should then send the amended work to me once again and I will then upload it onto the WJETT site.

Abigail Ball : 05 Jan 2021 09:22 |  Comments (0) |  Close comments |  Report a problem

Merry Christmas!

We would like to take this opportunity to thank our readers and our authors for their continued support throughout what has been a very strange and stressful year. There will be no new posts across the Christmas period but we will be back in the new year with fresh teaching philosophy posts.

Best wishes

The WJETT Blog Team

Abigail Ball : 22 Dec 2020 10:52 |  Tags: Christmas |  Comments (0) |  Close comments |  Report a problem

What is your teaching philosophy? – Rosie

What is your teaching philosophy? How has this originated and can you evaluate how your educational touchstones will impact upon the teacher you aspire to be?

When faced with the task of writing my teaching philosophy I took some time to reflect on my educational touchstones. These include my personal experiences as a student as well as experiences gained in my role as a Learning Support Teaching Assistant.

Firstly, I believe in adopting a personalised but professional approach with my students. Making the effort to build a relationship with each individual will motivate them to increase their effort levels during lesson time. This coupled with positive praise promotes better standards of behaviour. In relation to fostering student-teacher relationships Ellis and Tod (2011) wrote that ‘good teacher–pupil relationships are crucial to the development of an effective learning environment’. Throughout my childhood I attended weekly singing lessons. At the beginning of each lesson my teacher always took the time to ask how my day was and at the end she would always talk about my interests outside of singing. This personalised communication meant that I always left the lessons feeling valued. This motivated me to practise in my own time and work harder in future lessons.

In addition, I believe in the importance of setting high expectations and establishing regular routines within my lessons from the outset. This ensures that the children know exactly what is expected of them in each lesson which gives them the opportunity to develop self-control. As a teenager I was a member of the Hertfordshire County Youth Choir. Throughout the year we performed at various events and concerts which required us to attend regular rehearsals. Our conductor had extremely high standards and would make the whole group sing a single bar over and over again until it was perfect. At times my peers and I found this frustrating. However, it gave me the opportunity to develop resilience and set high expectations for myself. Furthermore, I believe that inclusion of all students within the classroom is vitality important to their levels of progress. Prior to beginning my teacher training I was working as a Learning Support Teaching Assistant. It was during this role that I realised the importance of inclusion. I have seen first hand how children with one to one support can feel isolated and separated from their peers. Although the child may be receiving bespoke resources and making academic progress, if they are not fully included within the class it can have a detrimental effect on their social skills and friendships, as well as the possibility of leading to them being bullied. In a recent journal, Webster (2019) quoted Baroness Warnock who said that ‘it is important to include every child in the fold of true teaching, as required for a flourishing life’. As an educator I wish to have a truly inclusive classroom in which every child within my care is given the opportunity to make progress during every lesson, no matter their ability or additional learning needs.

Above, I have outlined my teaching philosophy as it stands. However, I understand that as I develop my teaching practise my philosophy will develop and evolve too, in response to pedagogical ideas,new experiences and professional development opportunities.

References

Ellis, S. and Tod, J., 2018. Behaviour For Learning : Promoting Positive Relationships In The Classroom. 2nd ed. London: Routledge, p.73.

Webster, R., 2019. Including Children And Young People With Special Educational Needs And Disabilities In Learning And Life. 1st ed. London: Routledge, p.69

Abigail Ball : 14 Dec 2020 10:47 |  Tags: Philosophy Teaching |  Comments (0) |  Close comments |  Report a problem

What is your teaching philosophy? – Abbi

When stood at the front of a classroom of 25 students all wearing identical uniforms, holding identical notebooks and sat at identical desks, the keystone of my teaching philosophy is something that feels incongruous to the setting. That is, to ensure every child can be an individual inside my classroom. Volunteering as a one-to-one tutor I taught a girl who was falling behind in her GCSEs because she had fallen out with her English teacher after being embarrassed in a class. I quickly began to appreciate the inextricable correlation between student achievement and student-teacher rapport. Through building personal connections with students, a more harmonious learning environment can be fostered (Deiro, 1996). Subsequently, fostering a positive learning environment improves learning outcomes (Alvarez, 2007).

Linking to the importance of individualism in the classroom, is the understanding that all students do not learn in the same way or at the same pace. During my first full-time teaching role in China 2015, I was teaching classes of up to 60 students. Tomlinson (1999) notes that when a teacher can facilitate students to take different paths ‘to the same destination’ the learning outcome is greater. Planning lessons that were flexible enough to allow differentiated learning, regardless of class size or student ability, became an important part of my teaching philosophy during this time. Students for whom the content is not appropriate for (either, because it is too easy or because it is too difficult) are more likely to become disengaged (Willis, 2015) and therefore disruptive (Cowley, 2010).

Cultivating a classroom environment which enables every student to reach their full potential is the final aspect of my teaching philosophy. Good behaviour management ensures a classroom environment in which students feel they can fully participate without fear or embarrassment. Within my current school, the Principal of the school has praised my behaviour management. My practice is in line with the findings of Rogers (2015) who notes that a crucial part of classroom management occurs in the ‘establishment phase’ during which rules are decided upon and then consciously taught. During the first week of lessons it is important to establish clear and well-defined rules using language appropriate to the age and level of the students. Giving the students ownership of the rules and asking them to suggest appropriate sanctions that are in-line with the school policy makes the students more likely to follow them. After successfully implementing, and then following through on the agreed rules and sanctions of the classroom, I find that prevention is the best form of behaviour management. Preventing issues from arising in the classroom using eye-contact, non-verbal signals and use of student’s names can often reduce disruption before it occurs. Martin (2015) describes the ‘zones of proximity,’ and how moving between them can prevent disruption whilst also minimising loss of teaching time.

References

Cowley, S. (2010). Getting the Buggers to Behave, London: Bloomsbury

Deiro, J.A. (1996). Teaching With Heart :Making healthy connections with students, Thousand Oaks, Calif.: Corwin.

Jones, F. (2007). Tools for Teaching: Discipline, Instruction, Motivation. 2nd ed. Santa Cruz, Ca: Fredric H. Jones & Associates.

Rogers, B (2015) Classroom Behaviour, 4th ed. London: Sage Publications.

Tomlinson, C A (1995). How to differentiate instruction in mixed-ability classrooms

Tomlinson, C A (2015). On Differentiation, Education Week, Vol. 34 Issue 21.

Martin, J. (2015). Working the Crowd: Behavior Management through Strategic Classroom Arrangement, Journal of Instructional Research, 4, pp. 52-56.

Willis, S. (1993). Teaching Young Children, Educators Seek 'Developmental Appropriateness’ [Online] (URL http://www.ascd.org/publications/curriculum-update/nov1993/Teaching-Young-Children.aspx) 1993. (Accessed 1st October 2020)

Abigail Ball : 07 Dec 2020 12:15 |  Tags: Philosophy Teaching |  Comments (0) |  Close comments |  Report a problem