{"title":"Acknowledgments","authors":"","doi":"10.1016/b978-0-12-809519-5.09991-9","DOIUrl":"https://doi.org/10.1016/b978-0-12-809519-5.09991-9","url":null,"abstract":"","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80922941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Index","authors":"","doi":"10.1016/b978-0-12-809519-5.09996-8","DOIUrl":"https://doi.org/10.1016/b978-0-12-809519-5.09996-8","url":null,"abstract":"","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88837356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Endorsements","authors":"Amir Aghdaei, Lawrence Culp","doi":"10.1016/b978-0-12-809519-5.09989-0","DOIUrl":"https://doi.org/10.1016/b978-0-12-809519-5.09989-0","url":null,"abstract":"","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85150778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Standardize workflow","authors":"George Ellis","doi":"10.1016/b978-0-12-809519-5.00015-6","DOIUrl":"https://doi.org/10.1016/b978-0-12-809519-5.00015-6","url":null,"abstract":"","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85603956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial - TiLL Volume 8 Issue 2","authors":"D. Powell","doi":"10.5920/till.533","DOIUrl":"https://doi.org/10.5920/till.533","url":null,"abstract":"","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"133 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78345431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"‘Just Tell Me What To Do’: The Challenges of Facilitating Professional Judgement in Vocational Trainee Teachers","authors":"Elaine Mattinson","doi":"10.5920/TILL.536","DOIUrl":"https://doi.org/10.5920/TILL.536","url":null,"abstract":"This paper explores the tensions which arose when encouraging vocational trainee teachers to participate in meaningful action research within an academic framework. Trainees expressed concerns when encountering the university-mandated action research module, and they appeared to be inhibited by research terminology and academic literature. The author investigated ways to motivate trainees to independently research their practice. This account explores how the author sought to overcome these challenges through designing strategies to motivate trainees to adopt action research as a productive approach to learning about teaching. It outlines the challenges of supporting their achievement of the teaching qualification whilst fostering their fundamental commitment to an enquiring approach to their professional practice. The author devised strategies to make the action research process more accessible, and to shift trainees’ perceptions that research could only be practised by those of proven academic ability. This process was educative for both the trainees and Teacher Educator.","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73093036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Synergy in Learning, Teachers and Student Support Assistants Working Together to Promote Learner Metacognition in Post-Compulsory Education","authors":"C. McPartland","doi":"10.5920/TILL.537","DOIUrl":"https://doi.org/10.5920/TILL.537","url":null,"abstract":"Observations of teaching found Student Support Assistants (SSAs) were frequently ineffectively utilised in supporting learners’ progress, with working partnerships between teachers and SSAs tenuous. This relates to previous research (Sharples et al, 2015a, 2015b; Sanders, 2017a, 2017b) which also indicated that learning support was often ineffectually used in class sessions. Learning support frequently focused on task completion rather than encouraging learner autonomy. Our project promoted effective partnerships between teachers, SSAs and learners through implementing strategies to develop learners’ self-assessment and thinking skills, effectively encouraging and deepening their learning. \u0000 \u0000A team of 16 teachers and SSAs from different subject areas held initial meetings to establish working relationships and agree stages for the project. The team was introduced to the action research approach, enabling them to become more research literate. This collaborative project used systematic practitioner research to critically examine the current situation and make changes based on the evidence which arose. It brought together practitioners from various levels within the setting, giving each member a space in which to express their opinions, take action and engage with the activities which arose. \u0000 \u0000Initial background research considered the key findings from the Education Endowment Fund (EEF) Report (Sharples et al, 2015a). These were used to consider and challenge our practice and plan the research. Following extensive discussion, the team developed a Working Practice Guide and designed resources to support student learning. Time was additionally available for staff to plan strategies together prior to their implementation in sessions. These activities, including concept diagrams, learner review tickets and use of thinking prompts, enhanced learners’ self-assessment during lessons with the teachers and SSAs. It provided the opportunity for learners to discuss and resolve areas of difficulty. The effectiveness of the strategies implemented in class were additionally reflected upon by staff and learners. \u0000 \u0000Regular meetings enabled evaluation of the strategies and future planning. Using the strategies, combined with meeting regularly, promoted teacher, SSA, and learner confidence with SSAs becoming enablers of learning and partners in the learning process.","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78517016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An introduction to OTLA","authors":"Julie Gibbings-Garrett","doi":"10.5920/TILL.534","DOIUrl":"https://doi.org/10.5920/TILL.534","url":null,"abstract":"The Education & Training Foundation (ETF) is the government-backed, sector-owned national professional development body for the Further Education (FE) and training sector. Our role is to support the continuing transformation of our technical and vocational education system by ensuring the sector has world-class leaders, teachers, and trainers. It is the expectation that this leads to ever-improving learner outcomes, a more highly-skilled workforce for employers, and a stronger economy, country, and society. We do this by improving, driving, and championing the quality of leadership, teaching, and training.","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73671048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Fresh Look at Initial and Diagnostic Assessment in Community Education Provision","authors":"Alexus D. Brown, J. Hunter","doi":"10.5920/till.535","DOIUrl":"https://doi.org/10.5920/till.535","url":null,"abstract":"This article outlines findings from a collaborative project with two partner organisations that focused on the initial and diagnostic assessment practice used by an Adult and Community Learning provider in the north-east of England. The findings highlight the need for change with regard to how initial assessment is conducted, and, as a result of this, we make suggestions as to how providers can ensure assessment is appropriate. The researchers found that the assessment tool used for diagnostic purposes is less important than the process of assessment. This action research explored learners’ experience of assessment and makes recommendations for further changes to the assessment process.","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75527344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Establishing Professional Learning Communities to Support the Promotion of Equality and Celebration of Diversity: Reflections from a North-East Community Learning Teacher","authors":"Victoria Meaby","doi":"10.5920/till.538","DOIUrl":"https://doi.org/10.5920/till.538","url":null,"abstract":"This article presents findings from our collaborative Outstanding Teaching, Learning and Assessment (OTLA) project which employed an action research methodology to explore Equality and Diversity (ED lesson observations reporting “tokenistic” or “strained” E&D work, and concerns that shared or collaborative E&D practice within or between educational settings rarely occurred. Our question therefore was how best to empower teaching and learning communities to effectively promote equality and celebrate diversity. \u0000 \u0000We attempted to establish a Professional Learning Community (PLC) (Vescio et al, 2008), whilst simultaneously seeking to engage learners more actively in the design and development of their E&D work. These processes helped enable symbiotic knowledge exchange between staff, and between staff and learners, enriching teaching, learning, and assessment practices as collective E&D practices began to travel within and beyond the realms of our settings. Future endeavours include further exploration of the impact of our E&D PLC upon learning and assessment outcomes, with particular focus on further collaboration with learners, examination boards, and third sector partners to aid diversification of both internal and external assessment practices.","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83035968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}