This paper explored the effect that graded observations have had on teachers, their practice and their wellbeing.
This paper explored the apparent contradiction between a focus on assessment criteria - potentially killing creativity - when creative writing forms a large part of the GCSE English exam content.
This paper considered whether there is a role for self and peer assessment in police courses, normally focussed on directed training, when students are faced with high stakes, often career defining, pass/fail tests.
This study considered how much modelling could support ‘effective pedagogical practice’ in a post-lockdown context.
This research considers why 'learning intentions' are frequently shared and displayed, but not utilised, resulting in teachers and learners failing to see their value.
This doctoral thesis explores a range of techniques used to enhance meaningful learning experiences designed to meet the particular needs of Syrian refugees.
This thesis explored whether Post-Access students received a democratic education that allowed them to draw upon their own experiences and practical wisdom, in order to deliberate wisely and act well for themselves and others.
A doctoral thesis that explores the potential benefits and challenges of employing an adaptive comparative judgement (ACJ) approach in comparison with the summative assessment of GCSE English students’ creative writing in the FAVE (Further, Adult and Vocational Education) sector.
A doctoral thesis investigating strategies that can help ESOL learners develop the ability to self-direct their learning of English outside of the classroom.
An anthology of action research accounts, containing 53 chapters written by practitioners from post-16 education settings across England, along with think-pieces from members of the OTLA programme team.
