Tutors’ Forum: engaging distributed communities of practice

The need to engage students studying at a distance in order to reduce isolation, foster a sense of belonging and enhance learning has received significant attention over the past few years. Conversely, very little research has focused on teachers working in this type of environment. In fact, we argue, they appear to be the forgotten dimension in ‘communities’ of distance learning. In this paper we identify some of the problems generated by teaching university subjects simultaneously across a network of campuses: a practice known as multi‐location teaching. We examine strategies for engaging multi‐location teachers as key contributors to a quality learning experience for students, and provide an analysis of how identified teaching needs and professional development are addressed within one particular teaching team by a small but powerful micro‐practice called the ‘Tutors’ Forum’. Drawing on data collected through a survey and interviews conducted over 2006/07, we discuss the benefits and critical success factors of the Tutors’ Forum in facilitating engagement and professional development for teachers working at a distance from the subject coordinator and other members of the teaching team. These factors include a specific style of leadership that fosters an inclusive, dialogic space where the patterns of interaction are characterised by reciprocity, collegiality and professional care. We discuss the implications of this practice for the further engagement of university teachers in an increasingly casualised and fragmented higher education sector.     

The Great Education Reform Bill 1988 ‐ some issues and implications

The article explores some of the wider policy issues and concerns raised by the 1988 Education Bill, in particular the implications of the Bill for control over schooling. There is a brief discussion about the main aspects of the Bill's proposals as they affect schools. The paper then moves on to consider the extent to which the Bill gives power both to the Secretary of State for Education and to parents and school governors, whilst removing power from Local Education Authorities and teachers themselves. It is pointed out that the proposals will make long term educational planning and policy implementation across a range of schools very difficult. The paper concludes by questioning whether all the intentions of the Bill will be realized but notes that opposition to the Bill has not really fully taken on board alternative strategies for improving the quality of education.     

Interpersonal skills training through the establishment of a trust circle

Although the delegation of tasks is vital to effective management, delegation is a complex process about which headteachers often feel uncertain. An evaluation of a programme of primary school improvement projects provided an opportunity to study delegation in action. Project tasks were planned and transferred successfully to teachers. However, the quality of training, mentoring and feedback provided by headteachers to support colleagues undertaking these tasks proved crucial in determining whether delegation was experienced as a burden or empowerment.     

Exploring the use of complexity theory and action research as frameworks for curriculum change

This paper considers the impact of a small-scale action research project which focused on the development of an emergent approach to curriculum making in a general certificate in secondary education course in geography. In this context, we argue that complexity thinking offers a useful theoretical foundation from which to understand the nature of dynamic pedagogic change resulting from the application of action research methods. Results show that process-focused curriculum change can bring about shifts in both learning and assessment. This is seen as being the result of an emergence orientated approach to action research as a counter to more reductionist approaches which are often used and advocated in educational settings by teachers. We conclude that a combination of complexity thinking and action research can offer a valuable medium through which the educational needs of learners and teachers can be addressed in different, localized contexts.     

‘He's behind you!’: Reflections on Repetition and Predictability in Lemony Snicket's A Series of Unfortunate Events

This article offers a reflection on the recent success of Lemony Snicket's A Series of Unfortunate Events. It considers what has contributed to the popularity of the series and questions whether its 13-volume length is a reflection of the need to tell the story over the duration it demands, or the decision to exploit a lucrative publishing opportunity.     

Evaluating Curriculum Changes in a Computing Service Course

During a major curriculum change in a computing service course the opportunity was taken to evaluate the effectiveness of the old and new courses in fulfilling the expectations of students enrolled in them. In neither case were the students' expectations completely realised, but the changed curriculum significantly improved the match between expectations and actual experience.