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 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 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.
A whole department approach exploring the impact of online assessment on the planning and delivery of Maths, and learner response to tasks.
Four prisons collaborated to produce adaptable blended-learning workbooks to enable women prisoners to work independently on their Maths skills during lockdown.
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.
