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.

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Description/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

Item Type: Conference or Workshop Item (Paper)
Venue - Dates: Annual Meeting of the American Educational Research Association, United States, 2010-04-30 - 2010-05-04
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ePrint ID: 173617
Date :
Date Event
3 May 2010Published
Date Deposited: 07 Feb 2011 10:04
Last Modified: 18 Apr 2017 03:21
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/173617

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