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The Teach First alternative certification program in England: impact on teacher leadership and classroom practice

Muijs, R.D., Chapman, C., Collins, A. and Armstrong, P. (2010) The Teach First alternative certification program in England: impact on teacher leadership and classroom practice At Annual Meeting of the American Educational Research Association, United States. 30 Apr - 04 May 2010.

Record type: Conference or Workshop Item (Paper)

Abstract

One response to the difficulty of recruiting high quality graduates into teaching, in particular in socio-economically disadvantaged areas in England is Teach First, a program similar to Teach for America. In this study we look at the impact of Teach First teachers on leadership and on teaching practice. In order to be able to study process factors as well as impact, we are using a mixed methods approach, employing a range of quantitative and qualitative methods, including surveys and case studies. Results suggest that Teach First teachers are keen to be involved in leadership, but are constrained by their inexperience. Their classroom practice is effective, but largely based on traditional direct instruction approaches rather than more innovative approaches

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More information

Published date: 3 May 2010
Venue - Dates: Annual Meeting of the American Educational Research Association, United States, 2010-04-30 - 2010-05-04

Identifiers

Local EPrints ID: 173617
URI: http://eprints.soton.ac.uk/id/eprint/173617
PURE UUID: fcad3bdc-780c-4f2c-afb6-26629be80396
ORCID for R.D. Muijs: ORCID iD orcid.org/0000-0002-0131-8921

Catalogue record

Date deposited: 07 Feb 2011 10:04
Last modified: 18 Jul 2017 12:12

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Contributors

Author: R.D. Muijs ORCID iD
Author: C. Chapman
Author: A. Collins
Author: P. Armstrong

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