David Pedder - Academia.edu (original) (raw)
Papers by David Pedder
Education Innovation Series, 2019
In this chapter, we discuss the importance of school orientation to teacher learning for cultivat... more In this chapter, we discuss the importance of school orientation to teacher learning for cultivating ecologies of innovation. A supportive ecology is one where the relationships between school practices for organisational and teacher learning and teachers’ values on those practices are a focus of a school’s critical self-evaluation and double-loop learning processes. Through factor analysis of 1126 teacher survey responses about their perceptions of school practices and their values, 4 underlying dimensions of school orientation were identified: “providing formal systems and supports for professional learning”, “performance management”, “social capital conditions for learning” and “supporting collaboration and networking”. Overall, values and practices were in closest alignment for “performance management” and “social capital conditions”. More marked patterns of values-practice dissonance were recorded for “providing formal systems and supports for professional learning” and “supporting collaboration and networking”. These dimensions of school orientation to learning were used as the basis for cluster analysis. Through cluster analysis, four distinctive groupings of teachers were identified, each reflecting a distinctive combination of teachers’ perceptions of school practices and values related to their school’s orientation to learning: highly supportive; supportive but under-networked; complacent; and underdeveloped and dissonant. We developed this new typology of school orientation to learning on perhaps the largest and most extensive national survey of teachers in England conducted to date. We conclude that schools in England tend to experience difficulty in leveraging dissonances between school practices for teacher learning and what teachers value in order to create policies and strategies for establishing a supportive ecology for innovation.
Three reports from the Independent Teacher Review Groups (DfE, 2016a; DfE, 2016b; and DfE, 2016c)... more Three reports from the Independent Teacher Review Groups (DfE, 2016a; DfE, 2016b; and DfE, 2016c) included findings from the Department for Education (DfE) Workload Challenge Survey in which 56% of respondents indicated that data management caused unnecessary workload (DfE, 2016a, 6), 38% identified detailed lesson and weekly planning as adding an unnecessary burden to their workload (DfE, 2016b, 6), and 53% thought that the excessive nature, depth and frequency of marking was burdensome (DfE, 2016c, 6). The National College for Teaching and Leadership commissioned 11 school-based research projects to investigate practical and sustainable solutions for tackling teacher workload and provide evidence of impact of successful workload reduction strategies related to data management, planning and marking. The majority of the research projects were conducted in existing networks of schools, comprising between three and 25 schools; primary, secondary and, in a small number of cases, middle...
Atlas d'anatomie humaine Tome 1 + Tome 2 (5° Éd.) Avec livret inséparable. Depuis plus d... more Atlas d'anatomie humaine Tome 1 + Tome 2 (5° Éd.) Avec livret inséparable. Depuis plus d'un siècle et à travers ses nombreuses éditions successives, le SOBOTTA a su toujours s'améliorer et reste aujourd'hui la référence mondiale en anatomie. La qualité exceptionnelle de son ...
A main focus of ABL research and evaluation studies to date has been on the effects of ABL on pup... more A main focus of ABL research and evaluation studies to date has been on the effects of ABL on pupils’ learning attainments. However findings from this body of research have tended to be descriptive, inconsistent and therefore inconclusive. Researching understandings of ABL and its impact on classroom pedagogy and student outcomes therefore requires an in-depth and well theorized exploration of classroom processes that mediate the impact of ABL on pupils’ learning. In this study, using a multi-method research design we aimed to understand better the commonalities and variations in practices and perspectives developed in different school and classroom contexts to realise ABL principles in practice. This paper presents our findings drawing on data gathered from semi-structured interviews conducted with 10 heads of school (5 schools each from a rural and urban district) and 46 teachers in Tamil Nadu. Additional insights will be drawn from structured classroom observations of 60 differen...
Asian Journal of Women's Studies
Educational Management Administration & Leadership
International Journal of Educational Development
Research Papers in Education, 2016
Http Dx Doi Org 10 1080 02671520600615687, Feb 18, 2007
Http Dx Doi Org 10 1080 02619768 2010 534131, Jan 6, 2011
Http Dx Doi Org 10 1080 19415257 2011 614812, Nov 1, 2011
School Effectiveness and School Improvement, May 20, 2008
Http Dx Doi Org 10 1080 02671520500077970, Feb 18, 2007
Http Dx Doi Org 10 1080 03054980600645396, May 1, 2006
This questionnaire was used at two points in the Learning How to Learn project (before and after ... more This questionnaire was used at two points in the Learning How to Learn project (before and after the development work) to survey the reported practices and values of teachers and school managers with respect to classroom assessment, professional learning and school management systems. Item, factor, cluster and regression analyses were conducted on the resulting data. The questionnaire consists of 84 items in three main sections and uses two scales. This version was designed for primary schools. The team is happy for the instrument to be used by other researchers, providing there is clear attribution to the team. Mary James, David Pedder and John MacBeath would like to know of instances of its use.
This questionnaire was used at two points in the Learning How to Learn project (before and after ... more This questionnaire was used at two points in the Learning How to Learn project (before and after the development work) to survey the reported practices and values of teachers and school managers with respect to classroom assessment, professional learning and school management systems. Item, factor, cluster and regression analyses were conducted on the resulting data. The questionnaire consists of 84 items in three main sections and uses two scales. This version was designed for secondary schools. The team is happy for the instrument to be used by other researchers, providing there is clear attribution to the team. Mary James, David Pedder and John MacBeath would like to know of instances of its use.
International Encyclopedia of Education, 2010
Education Innovation Series, 2019
In this chapter, we discuss the importance of school orientation to teacher learning for cultivat... more In this chapter, we discuss the importance of school orientation to teacher learning for cultivating ecologies of innovation. A supportive ecology is one where the relationships between school practices for organisational and teacher learning and teachers’ values on those practices are a focus of a school’s critical self-evaluation and double-loop learning processes. Through factor analysis of 1126 teacher survey responses about their perceptions of school practices and their values, 4 underlying dimensions of school orientation were identified: “providing formal systems and supports for professional learning”, “performance management”, “social capital conditions for learning” and “supporting collaboration and networking”. Overall, values and practices were in closest alignment for “performance management” and “social capital conditions”. More marked patterns of values-practice dissonance were recorded for “providing formal systems and supports for professional learning” and “supporting collaboration and networking”. These dimensions of school orientation to learning were used as the basis for cluster analysis. Through cluster analysis, four distinctive groupings of teachers were identified, each reflecting a distinctive combination of teachers’ perceptions of school practices and values related to their school’s orientation to learning: highly supportive; supportive but under-networked; complacent; and underdeveloped and dissonant. We developed this new typology of school orientation to learning on perhaps the largest and most extensive national survey of teachers in England conducted to date. We conclude that schools in England tend to experience difficulty in leveraging dissonances between school practices for teacher learning and what teachers value in order to create policies and strategies for establishing a supportive ecology for innovation.
Three reports from the Independent Teacher Review Groups (DfE, 2016a; DfE, 2016b; and DfE, 2016c)... more Three reports from the Independent Teacher Review Groups (DfE, 2016a; DfE, 2016b; and DfE, 2016c) included findings from the Department for Education (DfE) Workload Challenge Survey in which 56% of respondents indicated that data management caused unnecessary workload (DfE, 2016a, 6), 38% identified detailed lesson and weekly planning as adding an unnecessary burden to their workload (DfE, 2016b, 6), and 53% thought that the excessive nature, depth and frequency of marking was burdensome (DfE, 2016c, 6). The National College for Teaching and Leadership commissioned 11 school-based research projects to investigate practical and sustainable solutions for tackling teacher workload and provide evidence of impact of successful workload reduction strategies related to data management, planning and marking. The majority of the research projects were conducted in existing networks of schools, comprising between three and 25 schools; primary, secondary and, in a small number of cases, middle...
Atlas d'anatomie humaine Tome 1 + Tome 2 (5° Éd.) Avec livret inséparable. Depuis plus d... more Atlas d'anatomie humaine Tome 1 + Tome 2 (5° Éd.) Avec livret inséparable. Depuis plus d'un siècle et à travers ses nombreuses éditions successives, le SOBOTTA a su toujours s'améliorer et reste aujourd'hui la référence mondiale en anatomie. La qualité exceptionnelle de son ...
A main focus of ABL research and evaluation studies to date has been on the effects of ABL on pup... more A main focus of ABL research and evaluation studies to date has been on the effects of ABL on pupils’ learning attainments. However findings from this body of research have tended to be descriptive, inconsistent and therefore inconclusive. Researching understandings of ABL and its impact on classroom pedagogy and student outcomes therefore requires an in-depth and well theorized exploration of classroom processes that mediate the impact of ABL on pupils’ learning. In this study, using a multi-method research design we aimed to understand better the commonalities and variations in practices and perspectives developed in different school and classroom contexts to realise ABL principles in practice. This paper presents our findings drawing on data gathered from semi-structured interviews conducted with 10 heads of school (5 schools each from a rural and urban district) and 46 teachers in Tamil Nadu. Additional insights will be drawn from structured classroom observations of 60 differen...
Asian Journal of Women's Studies
Educational Management Administration & Leadership
International Journal of Educational Development
Research Papers in Education, 2016
Http Dx Doi Org 10 1080 02671520600615687, Feb 18, 2007
Http Dx Doi Org 10 1080 02619768 2010 534131, Jan 6, 2011
Http Dx Doi Org 10 1080 19415257 2011 614812, Nov 1, 2011
School Effectiveness and School Improvement, May 20, 2008
Http Dx Doi Org 10 1080 02671520500077970, Feb 18, 2007
Http Dx Doi Org 10 1080 03054980600645396, May 1, 2006
This questionnaire was used at two points in the Learning How to Learn project (before and after ... more This questionnaire was used at two points in the Learning How to Learn project (before and after the development work) to survey the reported practices and values of teachers and school managers with respect to classroom assessment, professional learning and school management systems. Item, factor, cluster and regression analyses were conducted on the resulting data. The questionnaire consists of 84 items in three main sections and uses two scales. This version was designed for primary schools. The team is happy for the instrument to be used by other researchers, providing there is clear attribution to the team. Mary James, David Pedder and John MacBeath would like to know of instances of its use.
This questionnaire was used at two points in the Learning How to Learn project (before and after ... more This questionnaire was used at two points in the Learning How to Learn project (before and after the development work) to survey the reported practices and values of teachers and school managers with respect to classroom assessment, professional learning and school management systems. Item, factor, cluster and regression analyses were conducted on the resulting data. The questionnaire consists of 84 items in three main sections and uses two scales. This version was designed for secondary schools. The team is happy for the instrument to be used by other researchers, providing there is clear attribution to the team. Mary James, David Pedder and John MacBeath would like to know of instances of its use.
International Encyclopedia of Education, 2010