Tearing down the wallpaper: Sharing learning intentions in a meaningful way
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 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 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.
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 aim of this project was to enable GCSE Maths resit students to engage successfully in online learning between their lessons by replacing 'homework' with 'preparation'.
This project aimed to improve support for GCSE Maths resit learners by exploring historical barriers to parental involvement and student progress.
Four prisons collaborated to produce adaptable blended-learning workbooks to enable women prisoners to work independently on their Maths skills during lockdown.
This project supported learning coaches and learners in identifying where Maths naturally occurred in the workplace and in understanding its relevance.
This project used learner-led outdoor and project-based activities to develop learner ownership and target setting in Maths and Engish.
This project explored the relationship between learner misconceptions and 'Maths anxiety' in a remote learning environment.