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Resource type - Research poster
You are not alone: In what ways can collaboration between NQTs and trainee teachers enhance their professional practice in the diverse FE and skills sector?
How sensitive do you need to be? The role of the facilitator in a 21st century FE business classroom
How does the use of scaling from the OSKAR framework impact upon student progress and emotional well-being?
From inside adult voluntary and community learning, curriculum design, content and delivery: who decides?
Development of a learner focused methodology as the core of a holistic learning journey
How far can innovative methodologies support 16-19 learners and adult learners to achieve English and Maths GCSE?
Will completing an additional formative assessment tool, prior to undertaking practice tests, help to improve pass rates for Functional Skills Maths L2?
Will our Virtual Maths Centre (Maths Central) increase learner confidence and greater success in maths skills?
Learner’s perspectives on the use of online resources for increasing confidence in GCSE maths.
Design and pilot a mechanical aptitude initial assessment which is contextualised to the engineering sector.
Assessing levels of dyslexia amongst multilingual learners in order to improve teaching practice, target setting and achievement
Increasing confidence and competence for teaching Controlled Assessments on the GCSE English re-take course
The Healing Power of Creativity in Prisons: how do we empower ownership for the Employment and Training Portfolio?
Everything Flows: How do learners themselves characterise their experiences of 'Flow' and how can these findings inform new practises in teaching and learning?
Investigating student perceptions of the value of work experience: What makes a work experience placement successful?
How can Creative Industries work with local employers to build relationships that enhance both student experience and assist with teacher training?
How can English tutors develop strategies to engage adult entry level learners, and view information technology as a positive and effective way to develop their skills?
Mobile phones: Can they support dyslexic students in retaining information from lessons?
The Exploration and Identification of Mobile Phone Apps to Assist Students with Specific Learning Difficulties in their Learning (SpLD
Tea for two: mentoring relationships in the transition from FE to HE in PCET Teacher Education
Evaluating the most effective advice and support mechanisms for progressing an individual from student to classroom volunteer, in the WEA.
Ensuring Education Matters: Exploring the Impact of an Engagement Project for Care Leavers in Post-16 Education
Does teaching literature to ESOL and Functional English learners promote deeper emotional participation of the students in the process of learning a new language?
Introducing Digital Technology – a report on the longer term impact of an action research project (1) What kind of e-network might bring benefits for students, teachers and employers involved in Animal Studies courses at Easton and Otley College? (2)
To demystify Traineeships and explore how to develop and improve effective Traineeship Programmes
What are the key factors required to provide both safe and engaging learning through social media?
How can we use learning technology on our travel and tourism courses to promote collaborative learning both in the classroom and in blended learning?
If ESOL learners are disadvantaged when moving on to Functional Skills, how can we bridge the gap?
Virtually Written: exploring the efficacy of Google tools for promoting collaboration and language
Developing an Interactive Virtual Learning Environment to Support ESOL Learners Researcher’s name
Using Technology to support the Functional Maths for 16-18 year old Apprentice students in the workplace
Recognising and working with emergent language in the ESOL classroom Part 2: Interaction and learning in small group conversations
Student Voice: The Role of the Learning Support Assistants within offender education: can they enhance the teaching and learning offer?
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’
Exploring the effectiveness of different uses of tablet computers for adult learners with autism spectrum condition studying Functional Skills English
Assessing & measuring the impact of using cultural venues as an educational resource for disadvantaged adults
Assessing the impact of assessment for learning focussing on learner progress and achievement
