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Practitioner-led reports

This section and its subpages contain a collection of reports that are the outcomes of a range of practitioner-led research programmes, funded by the Education and Training Foundation. See the featured resources for each section below. Clicking on the section title will navigate you to the complete subpage for each section.

Achievement and progression

Ensuring Education Matters: Exploring the Impact of an Engagement Project for Care Leavers in Post-16 Education

Learner voice in schools and making choices post 16

Moving from participant-directed learning to self-directed learning: promoting learner engagement at HE through identifying and transforming ‘grey spaces’ into ‘non-formal learning spaces’

Assessment

Questions, questions, questions – exploring the use of questioning in the classroom in the FE sector.

How would the introduction of a learning journal impact on learning and practice within a practical construction training setting?

Formative assessment in a vocational context

Developing staff

Action Research into Effective CPD: Improving the impact of teachers’ CPD

Tea for two: mentoring relationships in the transition from FE to HE in PCET Teacher Education

To explore the impact of Learning Communities as a professional development strategy to improve the quality of teaching, learning and assessment

Digital

Blended Approach to Professional Development of Experienced Teachers: A Case Study

Class i-pads: are they worth the time and expense?

Self-assessment: there's more than one way to take a selfie.

Employers & employability

Investigating student perceptions of the value of work experience: What makes a work experience placement successful?

Engaging learners and employers using new technologies

Skills for employability: An exploration of skills for employability within the early years sector from the multiple perspectives of learners, employers and FE college practitioners, with consideration as to how to embed these into the level 3 Early Years

English

What is effective practice in the marking of spelling, punctuation and grammar?

Enhanced creativity through technology in English with a focus on punctuation

Improving Vocational Tutors’ confidence and ability in assessing and providing feedback to learners to help them develop their English skills.

ESOL

Is a democratic ESOL class a reality or an oxymoron?

Learner-led discussion in the ESOL classroom

If ESOL learners are disadvantaged when moving on to Functional Skills, how can we bridge the gap?

Inclusive learning

Personality and vocabulary in ESOL

Do you know who I am?

Opening the Can of Worms: How can we best promote Fundamental British Values in teaching and learning?

Maths

Developing Grit on GCSE Programmes

Matching the Words to the Calculations – Making Sense of Functional Skills Questions and Tasks.

Re-sitting GCSE Maths; do growth mindset messages make a difference?

Offender learning

Student Voice: The Role of the Learning Support Assistants within offender education: can they enhance the teaching and learning offer?

The Healing Power of Creativity in Prisons: how do we empower ownership for the Employment and Training Portfolio?

Embedding Functional Skills into Vocational Training courses within a Prison context using available technology.

SEND

Exploring the effectiveness of different uses of tablet computers for adult learners with autism spectrum condition studying Functional Skills English

Exploring and overcoming barriers to learning experienced by adult learners on the autistic spectrum studying Functional Skills English.

Creating accessible learning resources

Research into vocations

Can vocational subjects, such as catering, improve manual dexterity?

Learners’ Perspectives on the Use of Mobile Apps for Situated Learning in the Hospitality Industry

How sensitive do you need to be? The role of the facilitator in a 21st century FE business classroom

3rd Sector / Vol-comm

Assessing & measuring the impact of using cultural venues as an educational resource for disadvantaged adults

Does teaching literature to ESOL and Functional English learners promote deeper emotional participation of the students in the process of learning a new language?

Evaluating the most effective advice and support mechanisms for progressing an individual from student to classroom volunteer, in the WEA.