Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Mark Betteney"'
Publikováno v:
Teaching and Teacher Education. 119:103871
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0ceb1e2368ba3ce58eb08cc0a98844a7
https://doi.org/10.1016/j.tate.2022.103871
https://doi.org/10.1016/j.tate.2022.103871
Autor:
Mark Betteney, Kay Charlton
Publikováno v:
Inspiring Primary Learners ISBN: 9780429024597
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bb09f0326c2c19d63793ddbca679f1a4
https://doi.org/10.4324/9780429024597-9
https://doi.org/10.4324/9780429024597-9
Publikováno v:
International Journal of Science Education. 40:1076-1093
This mixed method study investigated the extent to which the use of a model built around student-led questioning and feedback improved the learner engagement and attainment of a cohort of students. It compared outcomes from an experimental with a con
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d4fd4e709e905bc01d43741247e75c85
https://doi.org/10.1080/09500693.2018.1473658
https://doi.org/10.1080/09500693.2018.1473658
Publikováno v:
European Journal of Teacher Education. 41:433-447
This study uses Bourdieu’s interconnected notions of fields, habitus and capital as a theoretical template to analyse the responses of eight mentors of Newly Qualified Teachers with regard to the motivations and challenges of their role. This is an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5b57eb634453e0ade066dc9b147d4c59
https://doi.org/10.1080/02619768.2018.1471464
https://doi.org/10.1080/02619768.2018.1471464
Autor:
Mark Betteney
Publikováno v:
Compass: Journal of Learning and Teaching. 10
This opinion piece makes connections between common strategies currently being outworked in primary schools, and a growing perception amongst lecturers that a significant minority of undergraduate students have difficulty with punctuation, a difficul
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e07d65a014aac0c50c044d29d01a3f24
https://doi.org/10.21100/compass.v10i3.518
https://doi.org/10.21100/compass.v10i3.518
Autor:
Mark Betteney
Publikováno v:
Literacy. 44:91-97
This article considers the extent to which the needs and aspirations of teachers are taken into account in three examples of current Primary and Early Years documentation – the National Curriculum, the Early Years Foundation Stage and the Primary F
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::89f7d694ed3139818bf325c045a28189
https://doi.org/10.1111/j.1741-4369.2010.00551.x
https://doi.org/10.1111/j.1741-4369.2010.00551.x
Autor:
Mark Betteney
Publikováno v:
Compass: Journal of Learning and Teaching. 6
This case study makes analysis of final-year Progression and Award Board data of a professional undergraduate degree programme taken from three annual cohorts (2010-11 to 2012-13). The analysis shows that for each cohort there was a degree of exit ve
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4ec294e0b6d060514855cca05cdcb226
https://doi.org/10.21100/compass.v6i10.136
https://doi.org/10.21100/compass.v6i10.136
Autor:
Mark Betteney
Publikováno v:
Compass: Journal of Learning and Teaching. 4
This article identifies three published models of professional progression in Initial Teacher Education (ITE), and uses them to ask questions about the stages of pedagogic development that student teachers tend to go through. It is written to enhance
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::88d074c7067d3008c5936b20823241b0
https://doi.org/10.21100/compass.v4i8.74
https://doi.org/10.21100/compass.v4i8.74