Evidence-based teaching in primary education

Book


Poultney, Val 2017. Evidence-based teaching in primary education. Critical Publishing.
AuthorsPoultney, Val
Abstract

Trainees and school-based practitioners are being encouraged to engage more with evidence-based teaching methods. Teachers are now more responsible for the outcomes of their own practice and are charged with sourcing ‘best practice’ solutions in their pedagogical approaches. And schools are moving more towards in-house professional development approaches that have a clear focus on raising standards in the classroom. This book focuses on how universities and primary schools can work together to lead, manage and sustain a culture of teacher inquiry. It examines the role of the university in providing a critical perspective on teaching and learning and how academics can support schools by working as ‘knowledgeable others’ and advocates of classroom-based research. As a case study, it explores the journey taken by one particular primary school, in partnership with a university, over a two-year period, detailing how this work has impacted on the professional lives of staff, the children they teach, the overall culture of the school and the impact on school improvement. Chapters are contributed by professional school leaders, university academics and primary teachers and there is a focus on the rigorous examination of models of evidenced-based teaching, practical examples demonstrating some of the best and most sustainable approaches, and positive outcomes.

Trainees and school-based practitioners are being encouraged to engage more with evidence-based teaching methods. Teachers are now more responsible for the outcomes of their own practice and are charged with sourcing ‘best practice’ solutions in their pedagogical approaches. And schools are moving more towards in-house professional development approaches that have a clear focus on raising standards in the classroom.

This book focuses on how universities and primary schools can work together to lead, manage and sustain a culture of teacher inquiry. It examines the role of the university in providing a critical perspective on teaching and learning and how academics can support schools by working as ‘knowledgeable others’ and advocates of classroom-based research. As a case study, it explores the journey taken by one particular primary school, in partnership with a university, over a two-year period, detailing how this work has impacted on the professional lives of staff, the children they teach, the overall culture of the school and the impact on school improvement. Chapters are contributed by professional school leaders, university academics and primary teachers and there is a focus on the rigorous examination of models of evidenced-based teaching, practical examples demonstrating some of the best and most sustainable approaches, and positive outcomes.

KeywordsEvidence-based teaching; Primary education
ISBN9781911106463
Web address (URL)http://hdl.handle.net/10545/621615
hdl:10545/621615
File
File Access Level
Open
Publication dates03 Apr 2017
Publication process dates
Deposited23 May 2017, 08:16
Year2017
PublisherCritical Publishing
ContributorsUniversity of Derby
Permalink -

https://repository.derby.ac.uk/item/93481/evidence-based-teaching-in-primary-education

Download files


File
license.txt
File access level: Open

  • 95
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month

Export as

Related outputs

Teacher professional learning through lesson study: teachers’ reflections
Poultney, Val and Fox, Alison 2020. Teacher professional learning through lesson study: teachers’ reflections. International Journal for Lesson and Learning Studies. https://doi.org/10.1108/IJLLS-03-2020-0011
Professional learning communities and teacher enquiry
Fox, Alison and Poultney, Valerie 2020. Professional learning communities and teacher enquiry. Critical Publishing.
Different schools, same problem What value teacher research and inquiry?
Poultney, Valerie 2020. Different schools, same problem What value teacher research and inquiry? BERA Bites.
Leading change for survival: the rural flexi-school approach
Poultney, Val and Anderson, Duncan 2019. Leading change for survival: the rural flexi-school approach. BELMAS.
Different schools, same problem: What value teacher research and inquiry?
Poultney, Val 2019. Different schools, same problem: What value teacher research and inquiry? BERA.
Jetting off on another flying faculty visit: what have we learned?
Poultney, Val 2018. Jetting off on another flying faculty visit: what have we learned? BERA.
Learning rounds: What potential for teacher Inquiry?
Poultney, Val 2018. Learning rounds: What potential for teacher Inquiry?
Assessment: Evidence-based teaching for enquiring teachers
Atherton, Chris and Poultney, Val 2018. Assessment: Evidence-based teaching for enquiring teachers. Critical Publishing.
Leading change for survival: The rural flexi-school approach
Poultney, Val and Anderson, D. 2019. Leading change for survival: The rural flexi-school approach. Management in Education. https://doi.org/10.1177%2F0892020619878809
The role of the effective subject leader: perspectives from practitioners in secondary schools.
Poultney, Val 2016. The role of the effective subject leader: perspectives from practitioners in secondary schools. Management in Education. https://doi.org/10.1177/0892020607076655
Evidence-based teaching: A critical overview for enquiring teachers.
Philpott, Carey and Poultney, Val 2018. Evidence-based teaching: A critical overview for enquiring teachers. Critical Publishing.
Maximising leadership capacity and school improvement through re-alignment of children's services.
Tarpey, Christine and Poultney, Val 2014. Maximising leadership capacity and school improvement through re-alignment of children's services. Management in Education. https://doi.org/10.1177/0892020614535948
'The self-improving primary school': understanding and approaching teacher inquiry: a pilot study.
Poultney, Val 2016. 'The self-improving primary school': understanding and approaching teacher inquiry: a pilot study. Teacher Education Advancement Network Journal (TEAN).
Researching reciprocal leadership: using the consciousness quotient inventory (CQ-i) as a pilot methodology to explore leadership with the context of a school–university partnership.
Poultney, Val and Fordham, Jon 2018. Researching reciprocal leadership: using the consciousness quotient inventory (CQ-i) as a pilot methodology to explore leadership with the context of a school–university partnership. Management in Education. https://doi.org/10.1177/0892020617748151
Leading the flying faculty.
Poultney, Val 2017. Leading the flying faculty. Management in Education. https://doi.org/10.1177/0892020617734820
‘The self-improving primary school’: understanding and approaching teacher inquiry: a pilot study
Poultney, Val 2016. ‘The self-improving primary school’: understanding and approaching teacher inquiry: a pilot study. TEAN.
Challenging the PhD: managing the alignment of an EdD programme alongside a traditional PhD pathway.
Poultney, Val 2010. Challenging the PhD: managing the alignment of an EdD programme alongside a traditional PhD pathway. Work-based learning e-journal.
‘Personal reflections on the governing of private schools: a case study’
Poultney, Val 2013. ‘Personal reflections on the governing of private schools: a case study’. Management in Education.
‘Empowerment at the higher level: the perspectives of learners and their tutors on critical professional reflection at Masters’ level’
Poultney, Val 2008. ‘Empowerment at the higher level: the perspectives of learners and their tutors on critical professional reflection at Masters’ level’.
Can we work together and still be friends?
Poultney, Val 2011. Can we work together and still be friends? CPD Update.