|
| << vorige | volgende >> |
Tijdschrift beschrijving
Alle jaargangen van het bijbehorende tijdschrift
Alle afleveringen van het bijbehorende jaargang
Alle artikelen van de bijbehorende aflevering
Details van artikel 60 van 143 gevonden artikelen
| Titel: |
Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed-method study |
| Auteur: |
Sammons, Pam Day, Christopher Kington, Alison Gu, Qing Stobart, Gordon Smees, Rebecca |
| Verschenen in: |
British educational research journal |
| Paginering: | Jaargang 33 (2007) nr. 5 pagina's 681-701 |
| Jaar: |
2007-10 |
| Inhoud: |
This article outlines the research design of a large-scale, longitudinal research study in England intended to describe and explore variations in teachers' work, lives and their effects on pupils' educational outcomes. The study, funded by the Department for Education and Skills (DfES) and incorporated into the Teaching and Learning Research Programme (TLRP) as an 'Associate Project', used an innovative mixed-methods research design to create case studies of 300 teachers in Years 2, 6 and 9. The research was conducted over three consecutive academic years and collected a wide range of data through interviews, questionnaire surveys of teachers' and pupils' views and assessment data on pupils' attainments in English and mathematics. The text summarises the main findings from the research in relation to four interconnected themes of the study: Professional Life Phases; Professional Identity; Relative Effectiveness; and Resilience and Commitment. The influence of school context, in terms of level of social disadvantage of pupil intake, is also investigated. Key findings and their implications for policy and practice are highlighted. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 60 van 143 gevonden artikelen
| << vorige | volgende >> |