A research article by Matt O'Leary and Val Brooks which focuses on lesson observation as an illustrative example of attempts to measure the quality of teaching and learning. It draws on data from a national study and examines the application of observation and its impact on further education teachers’ practice.
This is a booklet describing the key features of an action research approach to professional development for educators working in the further education sector
This review by CEM, Durham University and The Sutton Trust set out to address three apparently simple questions:
What makes ’great teaching’?
What kinds of frameworks or tools could help us to capture it?
How could this promote better learning?
This review of policy and practice by stakeholders, including extensive, enquiry oriented engagement with practitioners, examines what more can be done to ensure individuals have the opportunity to increase clarity and transparency and address power imbalances that, left unchecked, can lead to exploitation.
A storify highlighting moments from the Education and Training Foundation's Practitioner Research Conference (2015).
This booklet provided tools and templates to clarify what is expected from project leads and to simplify their journey by providing a clear focus on their project goals.
Chapter 12 of the 'Multimodal Action Research and Reporting: e-Guide', produced as part of the Foundation’s ‘Practitioner-Led Action Research’ programme (2013 - 2015) to support practitioners (e.g. teachers, trainers, classroom assistants, assessors) in the post-16 education and training sector to design and undertake ‘multimodal’ action research and reporting. Chapter 12 introduces principles and methods of qualitative and quantitative analysis.
An interactive tool and guidance designed as part of the Foundation’s ‘Practitioner-Led Action Research’ programme (2013 - 2015) enabling practitioner-researchers to self-assess against eight steps of engaging in an action research cycle.
An example ethics and consent form produced as part of the Foundation’s ‘Practitioner-Led Action Research’ programme (2013 - 2015) for practitioner-researchers to use when informing and involving learners in research projects.
This is a poster by Dr Jim Crowther exploring the nature, structure and benefits of PLAR (Practitioner-Led Action Research) as a professional learning approach
