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Bragg, Sara – Improving Schools, 2016
This article discusses "Choice and Challenge" as a tool for school improvement and as a "practicable pedagogy" that attempts to embody the principles of "learning without limits," rejecting ability grouping and labelling. As considered here, "Choice and Challenge" emerges specifically from practice at the…
Descriptors: Foreign Countries, Program Implementation, Elementary School Curriculum, Educational Improvement
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Clark, Margaret M. – Improving Schools, 2016
This article presents an overview of literacy teaching and learning, based on the author's extensive research and, in particular, the recently revised and extended "Learning to be Literate: Insights from Research for Policy and Practice" (Routledge, 2016). It is set against a background in England in which government policy dictates…
Descriptors: Educational Practices, Educational Policy, Educational Research, Literacy
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MacBeath, John – Improving Schools, 2009
This article comments on international consequences of performativity cultures and curriculum standardization, focusing particularly on the situation in England. It highlights the divide between youth culture and school learning, and the particular damage for poorer students. It argues the impact of the English performativity regime on teacher…
Descriptors: Foreign Countries, Teacher Morale, Teaching Methods, Accountability
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Thomson, Pat; McGregor, Jane; Sanders, Ethel; Alexiadou, Nafsika – Improving Schools, 2009
Creative Partnerships aims to change the ways in which children learn and teachers teach, and to support whole school change. Our research examines how schools take up the "cultural offer" made by Creative Partnerships. In this article, drawing on data from snapshot visits to 40 English schools, we suggest that it has made a difference…
Descriptors: School Culture, Educational Improvement, Teaching Methods, Partnerships in Education
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Woolhouse, Clare; Cochrane, Matt – Improving Schools, 2009
This article reports on the initial findings of research carried out with a cohort of science teachers engaged in a professional development course at a northwest England university. The aim was to investigate how professional development was perceived by participants and explore the experiences of those who undertook the course. Results suggest…
Descriptors: Foreign Countries, Science Teachers, Professional Development, Faculty Development