Results 101 to 110 of about 16,864 (268)

Cooperative learning strategies to raise attainment in mathematics with pupils aged 11–16 years: A systematic literature review

open access: yesBritish Educational Research Journal, EarlyView.
Abstract Cooperative learning is a widely adopted teaching method to improve academic achievement. This review synthesises existing research on the use of cooperative learning within a school setting for pupils aged 11–16 years. Such a review has not been undertaken to date and will present an evidence base for educators considering implementation ...
Patricia Hampson   +2 more
wiley   +1 more source

Flexible working and professional relationships in schools: An ecological approach

open access: yesBritish Educational Research Journal, EarlyView.
Abstract In English schools, the policy environment has recently moved considerably in favour of teachers taking planning, preparation and assessment (PPA) time away from the school site as one approach to flexible working in support of teacher retention.
Victoria Cook   +3 more
wiley   +1 more source

Biographies, ontological security and the socio‐spatial politics shaping teachers' mobility in remote Australia

open access: yesBritish Educational Research Journal, EarlyView.
Abstract The global teacher shortage continues to intensify, with disparate impacts across geographic and socio‐economic communities. In Queensland, Australia, where this study originates, post‐COVID teacher shortages have intensified workforce pressures, leaving several regional, rural and remote schools as some of the ‘hardest‐to‐staff’ in the ...
Matthew Readette   +5 more
wiley   +1 more source

Exploring the early observations of parents supporting their children with school attendance problems (SAPs): A co‐produced study

open access: yesBritish Educational Research Journal, EarlyView.
Abstract School Attendance Problems (SAPs) represent a significant challenge requiring early identification and intervention. Current service provision often does not recognise early indicators that parents observe, creating gaps between when initial concerns are raised and formal support is provided.
Tereza Aidonopoulou‐Read   +4 more
wiley   +1 more source

Diversity and the accounting profession [PDF]

open access: yes, 2017
In accounting, like other professions in the UK, traditional beliefs about the ideal professional, such as the ability to work long hours and prioritise commercial relationship building, have long privileged the career progression of white males. Efforts to tackle exclusionary practices and improve representativeness, particularly among the senior ...
Edgley, Carla   +3 more
openaire  

English teachers' journeys since the 2020 Iteration of Black Lives Matter

open access: yesBritish Educational Research Journal, EarlyView.
Abstract The 2020 resurgence of Black Lives Matter (BLM) mobilised students in England to demand greater representation of racially minoritised voices in English curriculums—a call highlighted by stark inequity: just 1.5% of GCSE texts studied are by racially minoritised authors, despite racially minoritised students comprising 38.0% of the student ...
Adrian Fernandes
wiley   +1 more source

PENGARUH PRAKTIK PENGALAMAN LAPANGAN, PERSEPSI MAHASISWA TENTANG PROFESI GURU AKUNTANSI DAN KESEJAHTERAAN GURU TERHADAP MINAT PADA PROFESI GURU AKUNTANSI (Studi Kasus Mahasiswa Prodi Pendidikan Akuntansi Angkatan 2011 Fakultas Ekonomi Universitas Negeri S

open access: yesEconomic Education Analysis Journal, 2015
Minat pada diri seseorang, khususnya pada bidang pekerjaan dipengaruhi oleh beberapa faktor, baik intern dan ektern. Minat mahasisw pada profesi guru akuntansi adalah Tujuan penelitian ini untuk mengetahui bagaimana pengaruh secara parsial praktik ...
Tuti Oktaviani, Agung Yulianto
doaj  

The situated professional: Preservice teachers' profiling of globally competent teachers and visions of their ‘possible professional self’

open access: yesBritish Educational Research Journal, EarlyView.
Abstract In response to globalisation, teacher education programmes worldwide are tasked with preparing globally competent teachers (GCTs). Prevailing conceptions of global competence are largely derived from Western‐centric humanistic, neoliberal and transformative narratives, creating a complex landscape for teacher identity formation.
Ji Ying
wiley   +1 more source

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