Making global connections: The knowledge,understanding and motivation of trainee teachers

This article begins by noting some of the global concerns that young people have today and highlights the crucial role of global education in responding to such concerns. It then considers the importance of teacher training in such matters and reports on a preliminary study relating to the initial training of teachers in England. In particular this raises questions about the knowledge and understanding that such students bring to their courses. It concludes by identifying some of the consequent dilemmas faced by teacher trainers working in this context.     

Writing through time: longitudinal studies of the effects of new technology on writing

This paper contributes to the discussion about the effects of new technology on writing by assessing whether or not people's writing styles and ways of thinking change when new technologies are introduced. The writing styles of the three authors, prolific writers in their own fields, were assessed by comparing materials written by each author over a thirty-year period. During this time there were, for each author, great changes in the ways that they used new technology to help them to write. Nonetheless, the results indicated that, although the writing styles of each author differed from each other, their individual styles were remarkably consistent over time. These results thus suggest that although the new technologies may change the ways that individual writers work, they do not alter the styles of their resulting products.     

Development and exemplification of a model for Teacher Assessment in Primary Science

ABSTRACT

The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children’s learning in science. The model is based on a data-flow ‘pyramid’ (analogous to the flow of energy through an ecosystem), whereby the rich formative assessment evidence gathered in the classroom is summarised for monitoring, reporting and evaluation purposes [Nuffield Foundation. (2012). Developing policy, principles and practice in primary school science assessment. London: Nuffield Foundation]. Using a design-based research (DBR) methodology, the authors worked in collaboration with teachers from project schools and other expert groups to refine, elaborate, validate and operationalise the data-flow ‘pyramid’ model, resulting in the development of a whole-school self-evaluation tool. In this paper, we argue that a DBR approach to theory-building and school improvement drawing upon teacher expertise has led to the identification, adaptation and successful scaling up of a promising approach to school self-evaluation in relation to assessment in science.     

A community work approach in adult education

Adult education needs to adopt a community‐work approach if it is to be effective in reaching people traditionally labelled as ‘non‐participants’. This paper examines the use of community‐work methods to involve sections of the population previously unaffected by adult education provision. The background is the publication in 1975 of the Alexander Report ‐ The Challenge of Change ‐ by the Scottish Education Department. This report stressed the need for a wider section of the population to take up adult education. Tom Lovett's work in Liverpool and Ireland is used as an example of how to reach more people. Projects with a Scottish context underline that the approach cannot be standardized. Finally the ‘success’ of the East End Adult Education Project is attributed to its community‐work approach.