Specialist expertise in coaching headteachers
Leeds Beckett University
Rachel Lofthouse discusses the significance of specialist expertise in coaching headteachers. Amongst the research findings were strong indicators of the […]
Educational Leadership
Informal learning spaces and their impact on learning in higher education
La Trobe University
Craig Deed discusses the need for student-oriented teaching and learning environments and the emergence of built informal learning environments on […]
Making most of the spectrum of mentoring and coaching in education
Leeds Beckett University
Rachel Lofthouse discusses how to create powerful professional learning through coaching, mentoring and collaborative leadership in education.
A Different Kind of Teacher for a Different Kind of School
University of Newcastle, Australia
The current “old school” paradigm of teaching and learning is based on students sitting passively in rows, completing a required […]
Teacher’s well being and work-life balance
Canterbury Christ Church University
Catherine Carden discusses whether teachers are incorrect to expect to establish a ‘perfect’ balance between their work and personal life. Catherine […]
Improving ITE Provision
University of Warwick
Paul Taylor-McCartney is Head of Secondary Teacher Training at the University of Warwick. Here Paul discusses how we can improve ITE Provision.
Contesting educational reform: Teacher unions and Academy schools
University of East London
John Macklin discusses research relating to the experiences of union and community-based campaigns that have sought to challenge the establishment […]
Ethnic, gender and class intersections in British women’s leadership
UCL Institute of Education
Victoria Showunmi looks at how gender and ethnicity influenced leadership experiences of a mixed ethnic sample of British women. An […]
The school as a learning organisation
UCL Institute of Education
Schools today have to prepare students for life and work in a fast-changing world, for jobs and for using technologies […]
Evidence-informed practice
UCL Institute of Education
Louise Stoll explores explore the ways in which formal and informal evidence and expertise can inform practice within and between organisations, […]
