Another list of useful resources for initial teacher education, created by UK teacher educators with support from the HEA. The lists have been maintained by Kathy Wright.
In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
The 'live' version of my talk at the HE and FE Show 2015 in London, introducing the Higher Education Academy's Framework for student engagement through partnership. https://www.heacademy.ac.uk/frameworks-toolkits/frameworks Here I used Haiku Deck to create a presentation with images as backgrounds to slides.
Another version is available here: http://bit.ly/1VPlQpj which includes more text.
The big picture: who comes, why and what might change in the future?University of Limerick
This presentation reviews the latest data from HESA on international student recruitment by English universities, examining the trends from 2009/10 to 2013/14. It shows that the decline in new enrolments started in 2011/12 and reversed in 2013/14, but that the variation has been at postgraduate level, with undergraduate enrolment s growing steadily over the five year period. It then looks at global trends, discussing the drivers of international student mobility and considering the factors that could erode the UK's share of this market in the medium term.
Another list of useful resources for initial teacher education, created by UK teacher educators with support from the HEA. The lists have been maintained by Kathy Wright.
In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
The 'live' version of my talk at the HE and FE Show 2015 in London, introducing the Higher Education Academy's Framework for student engagement through partnership. https://www.heacademy.ac.uk/frameworks-toolkits/frameworks Here I used Haiku Deck to create a presentation with images as backgrounds to slides.
Another version is available here: http://bit.ly/1VPlQpj which includes more text.
The big picture: who comes, why and what might change in the future?University of Limerick
This presentation reviews the latest data from HESA on international student recruitment by English universities, examining the trends from 2009/10 to 2013/14. It shows that the decline in new enrolments started in 2011/12 and reversed in 2013/14, but that the variation has been at postgraduate level, with undergraduate enrolment s growing steadily over the five year period. It then looks at global trends, discussing the drivers of international student mobility and considering the factors that could erode the UK's share of this market in the medium term.
160405 zuyd hogeschool video teaching and blended learning (slideshare)Zac Woolfitt
Using educational video as part of a blended learning strategy. Flipping the classroom. A Webinar for Zuyd Hogeschool April 5th 2016. Thinking outside the box with video
Open Educational Resources for Management Education: Lessons from experienceeLearning Papers
Authors: Cécile Rébillard, Jean-Philippe Rennard, Marc Humbert.
“Open movements” have gained increasing importance in various areas. In this paper we are interested in the particular case of Open Educational Resources (OER) and more specifically in the use of OER in Management Education.
"The future of University in Europe and beyond": intervento di Stefano Paleari (Presidente CRUI) al 2015 Pavia PhD workshop on Perspectives for the European Universities: the role of PhD research in society, Tuesday, April 21 2015.
Open enrollments Opportunities and difficulties of community colleges and ope...EduSkills OECD
This presentation was given by Thomas Bailey of Community College Research Center (CCRC) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Presentation at HEA-funded workshop ' Kindness, care and love: exploring the hinterland of active learning relationships in Education'.
This event offered an unusual way of approaching relationships between students and teachers required to ensure active learning within higher education. The intellectual and academic are not understood separately from concepts of kindness, care and love – rather, there is an inherent interrelationship that teachers must embrace to ensure their students’ active learning experiences.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1ng4sEs
For further details of the HEA's work on active and experiential learning: http://bit.ly/17NwgKX
Presentation at HEA-funded workshop ' Kindness, care and love: exploring the hinterland of active learning relationships in Education'.
This event offered an unusual way of approaching relationships between students and teachers required to ensure active learning within higher education. The intellectual and academic are not understood separately from concepts of kindness, care and love – rather, there is an inherent interrelationship that teachers must embrace to ensure their students’ active learning experiences.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1ng4sEs
For further details of the HEA's work on active and experiential learning: http://bit.ly/17NwgKX
160405 zuyd hogeschool video teaching and blended learning (slideshare)Zac Woolfitt
Using educational video as part of a blended learning strategy. Flipping the classroom. A Webinar for Zuyd Hogeschool April 5th 2016. Thinking outside the box with video
Open Educational Resources for Management Education: Lessons from experienceeLearning Papers
Authors: Cécile Rébillard, Jean-Philippe Rennard, Marc Humbert.
“Open movements” have gained increasing importance in various areas. In this paper we are interested in the particular case of Open Educational Resources (OER) and more specifically in the use of OER in Management Education.
"The future of University in Europe and beyond": intervento di Stefano Paleari (Presidente CRUI) al 2015 Pavia PhD workshop on Perspectives for the European Universities: the role of PhD research in society, Tuesday, April 21 2015.
Open enrollments Opportunities and difficulties of community colleges and ope...EduSkills OECD
This presentation was given by Thomas Bailey of Community College Research Center (CCRC) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Presentation at HEA-funded workshop ' Kindness, care and love: exploring the hinterland of active learning relationships in Education'.
This event offered an unusual way of approaching relationships between students and teachers required to ensure active learning within higher education. The intellectual and academic are not understood separately from concepts of kindness, care and love – rather, there is an inherent interrelationship that teachers must embrace to ensure their students’ active learning experiences.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1ng4sEs
For further details of the HEA's work on active and experiential learning: http://bit.ly/17NwgKX
Presentation at HEA-funded workshop ' Kindness, care and love: exploring the hinterland of active learning relationships in Education'.
This event offered an unusual way of approaching relationships between students and teachers required to ensure active learning within higher education. The intellectual and academic are not understood separately from concepts of kindness, care and love – rather, there is an inherent interrelationship that teachers must embrace to ensure their students’ active learning experiences.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1ng4sEs
For further details of the HEA's work on active and experiential learning: http://bit.ly/17NwgKX
Short presentation about the role of English within the countries of the European Union. Including a discussion on 'Euro-English' as a (possibly) emerging new variety of English.
Teaching in Times of COVID- Technology in Chemistry Education - from added v...clairemcdonnell5
A reflection on what we have learned from the switch to online teaching, learning & assessment of chemistry since March 2020 and what we need to think about for the new academic year.
Presented online at the 2nd University of British Columbia Chemistry Teaching Workshop, themed 'Teaching in times of COVID: What We Learned and Where We Go From Here'
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
International Training Programme on ESD in Formal Education (Dec 2008)jbacha
Interactive training presentation on implementing Education for Sustainable Development (ESD) at the national level. Delivered to Ministry of Education officials from Nepal, Sri Lanka and Viet Nam at the International Training Programme on ESD in Formal Education’ held in Ahmedabad, India in December 2008
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
This session will focus on the dilemmas and challenges of providing effective leadership skills for modern schools with digital ICT capabilities. It will review the selected challenges of engaging different generations of staff in ICT based learning and recommend strategies for effective leadership of ICT based schools. It will particularly focus on the issues of how a teacher-librarian and a library can assist to provide relevance and appropriateness of ICT based proposals and programs, and suggest ways to implement leadership policies which enable senior staff to remain accountable whilst all the changes enabled by ICT based learning are occurring within a school.
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
This report contains the preliminary findings from a research project that aimed to explore:
• What is the current practice around teaching social science research methods to undergraduate medical students in the UK: what is being taught, how are teaching and learning organised within the curriculum, how is content is delivered, to and by whom and how is student learning assessed?
• And, what are the challenges and opportunities around developing this teaching and learning practice and the curriculum and policy contexts that frame it?
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1AbOtCA
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/13zCShG
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
This list of resources is one of the outputs of the HEA Social Sciences funded project 'The role of assessment in teaching research methods' led by Anesa Hosein (University of Surrey) and Namrata Rao (Liverpool Hope University).
For further details of this project, please see HEA Social Sciences blog post:
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Presentation by Phil Taylor and Dario Faniglione for the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, one of four projects supported by the HEA in 2014, has created an app which can be used by student teachers and other practitioners to carry out both individual and collaborative research,
Further details can be found in the project report at http://bit.ly/ZpLMfU
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
Douglas Barnes contributed to an HEA Education event on curriculum in April 2014. This is a further piece to add to his thoughts from the day.The blog post about the event can be found at http://bit.ly/1nVGkIr
These vignettes have been produced as part of the HEA-funded project 'Digitalised cultures and spaces of schooling'. For further details of this project please see: http://bit.ly/ZCqNq8
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Behaviour management list
1. Theme: Behaviour management
This is one of 11 lists of themed resources originally created as a result of recommendations by
participants at a series of eight HEA workshops held around England in spring/summer 2012. In this
sense, they form a record of the views of the particular contributors, and are not intended to be
exhaustive, or exclusive.
Lists are in alphabetical order, and enough information is included in the referencing to allow
resources to be located readily. If the individual resources are to be used (in course documentation,
academic work, etc.), you may need to adapt this to fit your own institutional requirements.
Checked 25 February 2016
Useful websites:
http://www.behaviour2learn.co.uk/ (successor to the behaviour4learning site) and the YouTube channel
https://www.youtube.com/user/Behaviour4Learning
Recommended resources:
Bayley, J. (2005) Teaching with Bayley, originally made for Teachers’ TV. Series of programmes
available at http://archive.teachfind.com/ttv/www.teachers.tv/series/teaching-with-bayley.html and
https://www.tes.com/teaching-resource/teachers-tv-bayley-on-behaviour-6081864 [series of videos on
positive behaviour management, including episodes recommended by attendees at the HEA
workshops ‘Establishing the ground rules – Tough Love’, ‘Be yourself’, ‘Girl Talk’].
Capel, S., Leask, M. and Turner, T. (2009) Learning to Teach in the Secondary School: A Companion
to School Experience, Routledge. [Chapter 3 Classroom interactions and managing pupils]
Cooper P. and Upton G. (1991) Controlling the urge to control: An ecosystemic approach to problem
behaviour in schools. Access via university Athens account
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9604.1991.tb00201.x/abstract
Cowley, S., (2010) Manage that class, originally made for Teachers’ TV. Series of programmes
available at
https://www.youtube.com/watch?v=u8lajrOfqUk and series of videos on positive behaviour
management, including episodes recommended by attendees at the HEA workshops including Making
Yourself Heard can be found here: http://archive.teachfind.com/ttv/www.teachers.tv/series/manage-that-
class-with-sue-cowley.html ].
Davies, S. (2006) The Essential Guide to Teaching. Pearson Education. (See sections on Behaviour
Management, p.115-128, 130-150)
2. +44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
DCSF (2009) Creating an ethos for social inclusion, National Strategies. Available at
http://dera.ioe.ac.uk/8676/
DfE National Programme for Specialist Leaders of Behaviour and Attendance (NPSLBA) (2010):
Changing challenging behaviour - http://www.teachfind.com/node/186
Children, young people and the law - http://dera.ioe.ac.uk/8684/
Evaluation of the programme’s incorporation into the national strategies -
http://dera.ioe.ac.uk/769/
Strategies for promoting positive behaviour and attendance - http://dera.ioe.ac.uk/8680/
Learning from violent incidents - http://dera.ioe.ac.uk/8696/
Supporting inclusion through a wider educational provision – http://dera.ioe.ac.uk/8683/
DfE (2011) Behaviour, DfE. Series of departmental videos available at
http://www.youtube.com/playlist?list=PL7EA736B64CBE7160
DfE (2012) Pupil Behaviour in schools in England, RR 218. Available at
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-RR218
DfE (2013) Guide for heads and school staff on behaviour and discipline. Available at
http://education.gov.uk/aboutdfe/advice/f0076803/behaviour-and-discipline-in-schools-a-guide-for-
headteachers-and-school-staff
DfE/BIS (2012) Permanent and Fixed Period exclusions from schools in England. Statistical report
available at
http://www.education.gov.uk/rsgateway/DB/SFR/s001080/index.shtml
DfES (2004) Pedagogy and Practice, Unit 18: Improving the climate for learning, Department for
Education and Skills. Available at http://dera.ioe.ac.uk/5705/
DfES, (2004) Pedagogy and Practice, Unit 20: Classroom management, Department for Education
and Skills. Available at http://dera.ioe.ac.uk/5707
DfES (2004) Behaviour and attendance training materials. Core day 2. Developing effective practice
across the school, (including Developing staff skills to support pupils , Creating a positive whole
school climate, Developing effective practice, Focusing on solutions and Meeting specific staff
training needs). Available at http://dera.ioe.ac.uk/4828
DfES (2004) The behaviour and attendance action plan toolkit.
Unit 3 Dealing with consistently poor behaviour - http://dera.ioe.ac.uk/6294/
Unit 6 Classroom behaviour - http://dera.ioe.ac.uk/6297/
Unit 7 Out of School behaviour- http://dera.ioe.ac.uk/6298/
Unit 8 Curriculum - http://dera.ioe.ac.uk/6299/
Unit 10. Links with partners and other agencies. Available at http://dera.ioe.ac.uk/6301/
DfES (2005) Conflict and confrontation, Primary National Strategy. Available at
http://dera.ioe.ac.uk/11097/
Dunn R (2005) Dos and Dont’s of Behaviour Management: A Teachers Survival Guide. Continuum
International Publishing Group
3. +44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
Estyn (2006) Behaviour in Wales: good practice in managing challenging behaviour. Available at
http://dera.ioe.ac.uk/9794/
Frederick, K., Pollard, C., Robb, G. and Stanley, M. (2008) Restorative Justice in Schools, RSA
Lectures. Available at http://archive.teachfind.com/ttv/www.teachers.tv/videos/restorative-justice-in-
schools.html [Also follow up programmes, Restorative Justice in Action, available here
http://archive.teachfind.com/ttv/www.teachers.tv/videos/restorative-justice-in-action-2.html ]
General Teaching Council for England (2008) Research for Teachers – Carl Rogers and classroom
climate, GTCE. Available at
http://www.ntrp.org.uk/sites/all/documents/Carl%20Rogers%20and%20classroom%20climate.pdf
Gutherson, P. and Pickard, L. (2005) Behaviour management and pastoral skills training for Initial
Teacher Trainees: Initial findings on trainees’ confidence and anxiety levels. Available at
http://eprints.hud.ac.uk/9947/1/213.pdf
Haydn, T. (2006) Managing Pupil’s Behaviour: What Teachers Need to Know, Routledge, UK
Haydn, T. (2007) Managing Pupil Behaviour: Key Issues in Teaching and Learning, Routledge, UK
Terry Haydn’s pages on classroom management can be found here -
http://www.uea.ac.uk/~m242/historypgce/class_management/welcome.htm
Haydn, T. (2010) Classroom Management, Part of the series The Teachers TV ITE Lectures. Available
at http://www.teachfind.com/teachers-tv/teachers-tv-ite-lectures-classroom-management
Hook, P. & Vass, A. (2000) Creating Winning Classrooms, Fulton
Jones, J., (2009) The Magic Weaving Business: Finding the Heart of Learning and Teaching, Leannta
Publishing
Kyriacou, C. (2001) Essential Teaching Skills, Nelson Thornes, chp. 4, Lesson management.
Leaman L (2005) Managing Very Challenging Behaviour Continuum International Publishing Group.
Madden, K., (2011) Seat in groups, columns or rows, TES. Available at
https://www.tes.com/article.aspx?storycode=6142416
MacGrath, M. (1998) The Art of Teaching. Peacefully, Fulton
Maintaining Classroom Discipline (1947) Caravel Films inc, McGraw Hill Book Company inc. Available
at http://archive.org/details/Maintain1947 [Worked example of possible use of this resource in a
teaching session with student teachers created for HEA workshops]
McDaniel, T. (1986) 11 Techniques for Better Classroom Discipline. Available at
http://www.honorlevel.com/11-discipline-techniques.html
4. +44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
MiniOwner (2007) Top 10 Behaviour Management Tips, TES Teaching Resources. Available at
http://www.tes.co.uk/teaching-resource/Top-10-Behaviour-Management-Tips-3006435/ (You may have to
join TES community in order to access this resource)
Ofsted, (2005) Managing challenging behaviour, Ofsted. Available at
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/184078/DFE-RR218.pdf
Ofsted, (2012) Ofsted reports about attendance and behaviour in schools are available at
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/184078/DFE-RR218.pdf
O’Regan, F. (2007) Challenging Behaviours Pocketbook, Teachers’ Pocketbooks, UK
Powell S. and Tod J. (2004) A systematic review of how theories explain learning behaviour in school
contexts. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research
Unit, Institute of Education. Available at
http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=xjNFKFrgrG8%3D&tabid=123&mid=928
Rogers, B. (2006) Cracking the Hard Class: Strategies for Managing the Harder Than Average Class.
Sage
Rogers, B. (2011) Cracking the Challenging Class, Sage. Available at
http://www.youtube.com/watch?v=rF_BdBEUv_4
Steer, A. (2005) Learning Behaviour - The Report of the Practitioners’ Group on School Behaviour
and Discipline, DFES. Available at http://www.educationengland.org.uk/documents/pdfs/2005-steer-report-
learning-behaviour.pdf
Steer, A. (2007) Learning Behaviour: Lessons learned - A review of behaviour standards
and practices in our schools, DCSF. Available at
http://www.educationengland.org.uk/documents/pdfs/2009-steer-report-lessons-learned.pdf
Stephen P & Crawley T. (2002) Becoming an Effective Teacher, Nelson Thornes. (Chapter 4 Class
management).
Taylor, C. (2012) Charlie Taylor's behaviour checklists, DfE.
Available at
http://www.education.gov.uk/a00199342/getting-the-simple-things-right-charlie-taylors-behaviour-checklists
and http://media.education.gov.uk/assets/files/pdf/c/charlie%20taylor%20checklist.pdf
Teachers TV (2008) Policing Challenging Behaviour. [Part of the Teachers TV series, Lessons from
Beyond the Classroom] Available at https://www.tes.com/teaching-resource/teachers-tv-challenging-
behaviour-6039031
The Elton Report (1989) Discipline in Schools, London: Her Majesty's Stationery Office. Available at
http://www.educationengland.org.uk/documents/elton/
The National Strategies (2009) Behaviour and Attendance Case Studies, DCSF,
Available at http://www.teachfind.com/national-strategies/behaviour-and-attendance-case-studies
5. +44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
Vass, A. and Hook, P. (2007) Behaviour Management Pocketbook, Teachers’ Pocketbooks, UK
Weaving H. and Aston H. (2013) Teacher Voice Omnibus May 2013 Survey: Pupil Behaviour. DfE.
Available at https://www.gov.uk/government/publications/teacher-voice-omnibus-may-2013-survey-pupil-
behaviour
Welsh Government (2012) Practical approaches to behaviour management in the classroom: A
handbook for classroom teachers in primary schools. Available at
http://learning.wales.gov.uk/docs/learningwales/publications/140822-behaviour-management-handbook-for-
primary-schools-en.pdf
Wragg, T. (2006) Classroom Management, Part of the series ‘Hot Research’, Teachers’ TV. Available
at http://archive.teachfind.com/ttv/www.teachers.tv/videos/hot-research-class-management.html