Sometimes a little thinking helps teachers to stay ahead

Article Abstract:

London University Institute of Education studied lecturers', students' and managers' opinions of good teaching. Involvement in research was not highly regarded by lecturers or managers, and ignored by students. Most lecturers require time for scholarship but empirical research is also important. Active researchers contribute to the latest discoveries and relay expertise to their students, who may use it commercially later in their careers. Research helps lecturers teach students about finding solutions for themselves.

Research, Universities and colleges, Lecturers, Education, Higher, Higher education

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At the end of the day, do we really need homework?

Article Abstract:

There is not known to be any state secondary school in the UK which does not set homework, and most observers seem to believe that homework boosts educational standards. However, there is actually no firm evidence to support this view. Its critics claim that homework can act as a cover-up for inefficient use of school time, and that it hampers children's freedom and creativity. Recent research has shown that homework can only be really effective if it does not create tension in the home and if it is marked regularly.

Analysis, Homework

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Who should teach, and judge, our teachers: Finding benefits in DIY training

Article Abstract:

Challney Community College, Luton, Bedfordshire, England has five licensed teachers learning while they work. Experienced teachers act as mentors to new recruits. Trainees gain practical competence in performance, resources, planning, classroom control, rapport with pupils and subject knowledge. The staff of Challney became more motivated and teaching quality improved. However, a National Commission on Education report doubts the value of competence-based training.

Performance, Teachers, Training, Schools, Study and teaching, Teacher education

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