Thinking Folk
This project introduced Socratic dialogues as a pedagogical construct for ESOL tutors to use to develop their critical thinking skills by drawing on the lived experiences of BAME learners.
This project introduced Socratic dialogues as a pedagogical construct for ESOL tutors to use to develop their critical thinking skills by drawing on the lived experiences of BAME learners.
Hear directly from a range of employers on how employing young people with special educational needs and disabilities has improved their businesses. The young people benefit but so do the whole workforce and their customers, and of course it’s the right thing to do! If you’d like a copy of this publication, do contact Teresa.Carroll@etfoundation.co.uk
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.
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.
The idea of doing ‘research’ can make teachers nervous, as research can sound quite technical and best conducted by outside experts. The aim of this guide is to create an accessible and straightforward way for practitioners to undertake research. The guide includes practical examples and useful explanations to support practitioner action research.
This document, created by ETF's Centre for Excellence in SEND (community), outlines approach taken of effectively utilising the National Occupational Standards to ensure cohesion and focus for our community of learning support
This project aimed to reach the 'forgotten' learners, no longer able to access classroom-based learning and on the wrong side of the digital divide.
This project trialled the effectiveness of using a linguistic phonics intervention in one-to-one online sessions with Entry Level 2 Literacy learners.