Browsing by Person "Eady, Sandra"

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Analysis of data
(McGraw-Hill & Open University Press, 2008-08-16) Eady, Sandra; Elton-Chalcraft, Sally; Hansen, Alice; Twiselton, Samantha
This chapter aims to • provide a brief overview of some of the main strategies and techniques for data analysis appropriate to the small-scale research project. • direct you to other texts that can offer further support in the area which most suits your data analysis. Greater consideration is given to qualitative data as it is perhaps more appropriate for the small scale research study; although some issues are discussed in relation to the analysis of quantitative data.
Bachelor's Degrees in Education
(Emerald, 2020-09-25) Eady, Sandra; Shanks, Rachel
The chapter explores the impact of discourse, policy and practice on the Bachelor's degrees in Education. The development of these degrees and the involvement and influence of different stakeholders is critiqued. The way in which competing policy texts influence the degrees are highlighted as teacher preparation straddles Higher Education Institutions and its regulations and quality assurances processes, professional accreditation by the GTCS and the professional practice arena in schools and local authorities. Two issues are explored in particular detail: the balancing of intellectual rigour and academic study with practical experience in the classroom; and the partnership working in relation to Bachelor's degrees.
Considering Social Justice: Lived Experiences of Education Students During the First Course Year.
(SAGE, 2022-12-23) Jones, Sian; Eady, Sandra; Craig, Linda
Increasing research focus is placed on how to embed social justice within Education degrees. This paper reports findings from the first two phases of a cohort study completed just before and at the start of the pandemic, which track Scottish Education students’ reflections on social justice at one university. We used three focus groups (n = 14) and surveys to analyse students’ (n = 45) definitions of social justice. Using Bronfenbrenner’s Ecological System’s Theory and Saldana’s Analytical Coding framework we found that themes around prejudice, culture, policy, and emerging professional identity captured participants’ reflections as both beginning teachers and students of educational studies. Key to our findings was that fewer reflections of social justice were cited to global than to local contexts. This paper highlights ways in which university educators may conceive of social justice such that it is considered by students in both their immediate and in global contexts.
Digital and remote models of mentoring
(Routledge, 2022-05-19) Marcus, Geetha; Eady, Sandra; Essex, Jane; Livingston, Kay; McColl, Margaret
Doing action research in organizations: Using communicative spaces to facilitate (transformative) professional learning
(Sage, 2014-09-03) Eady, Sandra; Drew, Valerie; Smith, Annetta
This paper considers the nature of professional learning arising through the processes of carrying out action research in professional organizations. It suggests that communicative space opened up outside of the professional context can lead to unanticipated professional learning. Such learning could be considered transformative in the way it leads professionals to reframe their understanding of the dilemma arising from doing action research. To illustrate this, two cases are presented to show the pivotal role university tutors can play not only in the way they create and maintain communicative space but also in the way they purposefully employ strategies to interrupt and challenge viewpoints, assumptions and practices held by professionals doing action research, enabling professional learning to become transformative.
Enhancing the quality of learning: What are the benefits of a mixed age collaborative approach to creative narrative writing?
(Taylor & Francis, 2011-07-06) Roberts, John; Eady, Sandra
This study, based in a small rural school, explores the opportunities provided by collaborative learning with a mixed aged class of 7–11 year olds (Year 3–Year 6). This paper specifically focuses on those children aged 7–8 years (Year 3) and how they worked on improving the quality of their writing through optional and directed collaborative group work. Data were collected predominantly through a series of observations and interviews. The findings suggest that optional collaboration does not always lead to shared ideas or improvements in the quality of writing. However, directed collaboration and structured conferencing can enable powerful learning to take place within a group context. The study concludes that with skilled adult support children are not only ‘learners’ but can also become ‘peer teachers’ within a supportive context.
Giving feedback that feeds forward
(Routledge, 2022) Eady, Sandra
This chapter will consider practical ways to make learning visible by structuring longer, sustained feedback through weekly debrief meetings. It specifically looks at how the mentor can enable mentees to move beyond individual lessons by drawing on Hattie and Timperley’s (2007) feedback framework, together with Earl and Timperley’s (2009) model of productive learning conversations. First, the chapter considers the practicalities of setting up weekly debriefs. It then illustrates how Hattie and Timperley’s feedback framework can be used in two ways: first, to encourage the mentee to critically reflect and evaluate how they engage pupils during lessons in terms of teaching, learning and managing relationships; and second, as a powerful way to structure and focus reflection and discussion on their developing values and identity as a teacher. The chapter then considers how Earl and Timperley’s (2009) notion of evidence-informed learning conversations can broaden and deepen mentor discussions about relationship building as well as teaching and learning. Finally, some examples of how the mentor and mentee can access research and user reviews of research findings are given. © 2022 Sandra Eady, Jane Essex, Kay Livingston and Margaret McColl.
The importance of working with beginning teachers
(Routledge, 2020-12-29) Eady, Sandra; Howells, Kristy; Lawrence, Julia; Roden, Judith
This chapter identifies the importance of working with beginning teachers and builds on the ‘mentor as relationship builder’. Before considering how to work with beginning teachers, it is worth taking a step back to briefly reflect on why mentors should work with beginning teachers. There is much evidence to suggest that beginning teachers often find the transition into teaching, be it during their early development or from initial teacher education into a full time job, challenging. Consequently, many experience ‘burnout’ and leave after three to five years of teaching. A survey published in October 2015 by the National Union of Teachers (NUT) and YouGov found that over half of teachers were thinking of leaving teaching in the next two years, citing ‘volume of workload’ and ‘seeking better work-life balance’ as the two top issues. Daloz’s original model of mentoring relationships suggests that for optimal learning to take place, a mentor should provide both challenge and support.
An investigation of possible correlation of general anxiety with performance in eleven-plus scores in year 6 primary school pupils
(Taylor & Francis, 1999) Eady, Sandra
This study focuses on measuring levels of anxiety experienced by 11‐year‐olds in their last year at primary school and aims to investigate the effect of anxiety on pupils’ performance in eleven‐plus tests. The Taylor Manifest Anxiety Test was used to determine individual levels of anxiety amongst a Year 6 cohort. Their final test scores in the eleven‐plus examination were used as a measure of their overall performance. Correlations were carried out to see if there was any link between levels of anxiety and performance in eleven‐plus for the group as a whole and in terms of gender. There appeared to be no significant link between levels of high anxiety and poor exam performance. However, although there seemed to be no apparent correlation, highly anxious boys performed well in the eleven‐plus examination, as did highly anxious girls.
Mentoring Teachers in Scotland: A Practical Guide
(Routledge, 2022-05-19) Eady, Sandra; Essex, Jane; Livingston, Kay; McColl, Margaret; Eady, Sandra; Essex, Jane; Livingston, Kay; McColl, Margaret
This book assists mentors in developing their mentor skills, offering guidance needed to support the development of beginning teachers in early years, primary and secondary schools in the Scottish education system, as well as supporting all teachers in their career long professional learning.
Partnership as educational policy imperative: An unquestioned good?
(Oslo and Akershus University College of Applied Sciences, 2017-11-15) I'Anson, John; Eady, Sandra
“Partnership” is often promoted as an unquestioned “good” for higher education institutions in relation to its various stakeholder organizations. This paper seeks to problematize this uncritical valorization through a critical interrogation of the concepts and socio-material practices associated with partnership. In the name of partnership, new forms of governance are inaugurated that have far-reaching effects. More specifically, this paper is concerned with a critical analysis of partnership in relation to a longitudinal study of the relational practices between a university and five local authorities within a Scottish educational context. In particular, we trace how a “signature event” transformed a partnership assemblage, from one characterized by a grammar of participation, to a formal partnership aligned with a set of principles that we characterize as a grammar of representation. We argue that this transition led to a new assemblage that enacted new accountabilities, performativities, and alignments under the sign of partnership.
Personal professional development
(Learning Matters, 2011) Eady, Sandra; Hansen, Alice
Presenting research in a range of forums
(McGraw-Hill & Open University Press, 2008-08-16) Eady, Sandra; Elton-Chalcraft, Sally; Hansen, Alice; Twiselton, Samantha
The aim of this chapter is to: • help you consider why your research project might be of interest to a wider audience other than your college tutors and what other forums might be appropriate; • offer you guidance about the technicalities and some strategies for presenting your research findings to others.
The role of research in mentoring
(Routledge, 2020-12-29) Eady, Sandra; Howells, Kristy; Lawrence, Julia; Roden, Judith
In this chapter, the focus is on how mentors can make the best use of research in their work with beginning teachers. At the end of the chapter, the people should be able to: Explain why mentors should engage with research, Identify how mentors can engage with and make the best use of research and Select the kinds of research mentors and beginning teachers should engage with about the mentoring relationship as well as teaching and learning. There are convincing arguments for why mentors should engage with research. The mentor–mentee relationship can be better understood by engaging in research linked to theoretical frameworks derived from the literature. Earl and Timperley’s notion of evidence-informed learning conversations could provide a foundation for mentor–mentee relationships and discussions about teaching and learning. There is a considerable range of educational related research to choose from, and it is difficult to know which research is credible and reliable.
Science is for life
(Association for Science Education, 2002-02) Eady, Sandra
A study of the functional use of language by Portuguese bilingual children in Bournemouth
(World Education Fellowship, 1999) Eady, Sandra
Subject specialism: Here today, gone tomorrow?
(Learning Matters, 2002-06-20) Eady, Sandra; Whitfield, M.; Simco, Neil; Wilson, Tatiana
Teaching as a Masters profession in England: The need for continued debate
(Taylor & Francis, 2011-03-16) Jackson, Alison; Eady, Sandra
In this paper we suggest that teacher educators in higher education institutions (HEIs) in England are not fully convinced that teaching should be a Masters. Through the ongoing debate with teacher educators concerning ‘teaching as a Masters profession’, it was discovered that it remains difficult for teacher educators to propose a definition of ‘Mastersness’ that satisfies them on a personal or political level.
What is the purpose of learning science? An analysis of policy and practice in the primary school
(Taylor & Francis, 2008-03) Eady, Sandra
The paper explores the current rationale for primary science in England with a focus on how competing perspectives arising from perceptions of educational ideology and policy discourse have helped to shape current practice. The aim will be to provide a conceptual understanding of this by focusing specifically on how policy has influenced practice. In particular it will consider the way in which discourse and policy text have contributed to the emergent rationale for primary science which in many ways reflects conflicting influences, views and policies. Data were collected over a year from a regional survey and from four case-study primary schools. The findings suggest that teachers in primary schools face tensions between promoting both an educational and a political rationale for learning primary science. The paper will conclude by suggesting that the justification for primary science should be based on what we already know about how children learn science as well as helping them to develop an understanding of science and how it influences and is intrinsically linked to the needs of society.
The WOW Factor: Spiritual development through science
(Taylor & Francis, 2002) Blain, Mary; Eady, Sandra
This paper is a summary of work undertaken with Year 2 children, over a period of six weeks in a Kent County Infant School. The study focuses on the notion of spiritual development in young children and gives consideration to how science may assist the teacher in enhancing this area of a child's development. Some attention is given to Government documentation related to these areas. Young children's explanations of their world are a mixture of religion, God/gods, science, fantasy and magic. We suggest that science allows, in both a physical and spiritual sense, all of these areas to be explored. We have identified this as the ‘WOW’ factor ('Wonder Of the World') through which children may develop conceptual skills that will not only enhance their learning, but also their awareness of self, relationship with others, and their place in the world.