Teachers’ Constructs Of Effective Classroom Practice: Variations Across Career Phases.

This paper outlines a theoretical framework which offers an explanation of the complexity of how teachers define their effectiveness in relation to their classroom practice. The research from which this framework emerged was a two-year, mixed method study of 81 primary and secondary school teachers. The use of repertory grid interviews combined with a number of other methods is unique in a study of teachers’ practice and, from the elicited constructs, seven key themes emerged. These themes, analysed in relation to three broad career phases, indicate a number of issues important for teachers as they transfer from early-to-late career.

The Silent Majority: an Exploration of the Integration of Voting Software within Theatre in Education programmes

I wanted to explore whether traditional Forum Theatre approaches can be enhanced by the use of integrated voting software to empower young people. My research is based on two of a series of widening participation interactive TiE programmes focused on the decisions young people make on educational progression. I worked as a director alongside students studying Drama and Performance at The University of Worcester and the programmes have toured widely to schools across Worcestershire and Herefordshire. ‘It’s Up to You!’ (2013 – 2014) was aimed at years 8 and 9 choosing their GCSE options and ‘Move on Up!’ (2014 - 2015) looked at the hopes and fears of year 6 pupils about to go up to secondary school. Finding a voice in Boal’s framework as a ‘specactor’ does not always appeal to a pupil who does not want to stand out from the crowd or is not familiar with a classroom where drama conventions are practised or understood. The anonymity of the voting software with results of decisions made appearing instantly on screen is certainly appealing to some pupils: ‘I also loved the keypads they gave us so that we could answer the questions without having to put our hand up and wait..’ This paper aims to interrogate the idea that empowering needs to not simply be about giving voice to a few confident group members but allowing the silent majority to be able to experiment with decision making in an educational and social context.

A Crisis in Physics Education: Games to the Rescue!

An education in Physics develops both strong cognitive and practical skills. These are well-matched to the needs of employers, from engineering to banking. Physics provides the foundation for all engineering and scientific disciplines including computing technologies, aerospace, communication, and also biosciences and medicine. In academe, Physics addresses fundamental questions about the universe, the nature of reality, and of the complex socio-economic systems comprising our daily lives. Yet today, there are emerging concerns about Physics education: Secondary school interest in Physics is falling, as is the number of Physics school teachers. There is clearly a crisis in physics education; recent research has identified principal factors. Starting from a review of these factors, and from recommendations of professional bodies, this paper proposes a novel solution – the use of Computer Games to teach physics to school children, to university undergraduates and to teacher-trainees.