The National Teacher Research Panel was set up about 15 years ago by CUREE supported by a group of national education agencies most of which no longer exist. It had three main goals:
- To ensure that all research in education takes account of the teacher perspective
- To ensure a higher profile for research and evidence informed practice in government, academic and practitioner communities
- To increase the number of teachers engaged in and with the full spectrum of research activity.
Over the several years of its existence, the Panel, supported by its expert advisers in CUREE, has helped and encouraged dozens of teachers and school leaders to do high quality but practical research. The Panel also helped them report their findings succinctly, in plain English and focused on relevance to other practitioners. This is one such example of that work.
This anthology was first developed in 2005 to bring evidence about teaching and learning strategies to newly qualified teachers. We feel, and so does GTC, that the time is right to update the original work. In this new, updated version we have included additional evidence about:
- the balance of ownership of learning between teacher and pupils in developing assessment for learning
- prompting students to develop and justify their own varied methods in mathematics
- teachers’ and students’ beliefs about students’ capacities for learning
- the kind of praise pupils found helped them persevere with tasks
- enquiry-based learning
- exploring students’ existing understanding and methods in mathematics
- ways of promoting more effective dialogue, and
- creating supportive learning environments
We have divided the anthology into four sections:
- What do effective teachers believe?
- Thinking Skills Approaches
- Collaborative Group Work
- Assessment for Learning
Each one is complete in itself so you can either download the whole anthology or just the sections you want to explore.
