Pete Boyd
Biographic Data
| ID | 3942322 |
|---|---|
| NAME | Pete Boyd |
| GIVEN NAMES | Pete |
| FAMILY NAME | Boyd |
| SIGNATURE | BOYD P |
| AFFILIATIONS | University of Cumbria |
| ORCID | 0000-0002-2234-3595 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
The Instrumental Motivation of Teachers: Implications of High-Stakes Accountability for Professional Learning
This article considers the motivations of teachers to pursue ongoing professional learning.During recent decades, the international policy context has been characterised by high-stakes accountability, but the implications of this agenda for teachers' motivations toward professional learning remains under-explored.In this mixed methods study, combining a large teacher survey and in-depth teacher interviews, a new and significant concept of 'instru…
Academic identities and their deployment within tutorials
Sobre a Investigação nos Programas de Formação Inicial de Professores: Casos em Portugal e Inglaterra
A consciência da importância da formação inicial tem crescido nos últimos anos e a formação em investigação surge como uma dimensão a investir para a qualidade da formação e do ensino. É também sabido que os contextos nacionais têm impacto na maneira como a formação inicial de professores é estruturada e, portanto, na maneira como a investigação é valorizada. Pretende‐se comeste trabalho descrever e discutir a relação que se estabelece entre a in…
Mastery mathematics: Changing teacher beliefs around in-class grouping and mindset
Internationally, reform efforts in teaching of mathematics have found it difficult to change practice. This study used classroom video stimulated recall interviews with Primary teachers in England to investigate their beliefs during implementation of a textbook-based South Asian mastery approach to teaching mathematics. The self-reported beliefs of the teachers showed their support for change in practice, from in-class grouping by prior attainmen…
The contemporary academic: Orientation Towards Research Work and Researcher Identity of Higher Education Lecturers in the Health Professions
Internationally, the increasing emphasis in universities on the quality of teaching, on student employability and on a corporate approach to entrepreneurial income generation has created a tension around the primacy afforded to published research outputs as a focus for academic work and status. In this study, a framework for academic socialisation is developed and used to understand how lecturers in health professional fields attempt to ‘juggle’ …
A situative metaphor for teacher learning: The case of university tutors learning to grade student coursework
In the continuing concern about academic standards in the higher education sector a great deal of emphasis has been placed on quality assurance procedures rather than on considering how university tutors learn to grade the quality of work produced by students. As part of a larger research project focused on how tutors grade student coursework, this paper offers a new metaphor for such tutor learning, based on a sociocultural perspective. The rese…
Accountability in grading student work: Securing academic standards in a twenty‐first century quality assurance context
This article, using a student outcomes definition of academic standards, reports on academics’ sense of standards as enacted through marking practices. Twelve lecturers from two UK universities were asked to ‘think aloud’ as they graded written assignments followed by a semi-structured interview. The interview data were used to investigate the source of tutors’ standards, their sense of accountability for their grading judgements, their use of ar…
The contemporary academic: Orientation Towards Research Work and Researcher Identity of Higher Education Lecturers in the Health Professions
Internationally, the increasing emphasis in universities on the quality of teaching, on student employability and on a corporate approach to entrepreneurial income generation has created a tension around the primacy afforded to published research outputs as a focus for academic work and status. In this study, a framework for academic socialisation is developed and used to understand how lecturers in health professional fields attempt to ‘juggle’ …
Accountability in grading student work: Securing academic standards in a twenty‐first century quality assurance context
This article, using a student outcomes definition of academic standards, reports on academics’ sense of standards as enacted through marking practices. Twelve lecturers from two UK universities were asked to ‘think aloud’ as they graded written assignments followed by a semi-structured interview. The interview data were used to investigate the source of tutors’ standards, their sense of accountability for their grading judgements, their use of ar…
Mastery mathematics: Changing teacher beliefs around in-class grouping and mindset
Internationally, reform efforts in teaching of mathematics have found it difficult to change practice. This study used classroom video stimulated recall interviews with Primary teachers in England to investigate their beliefs during implementation of a textbook-based South Asian mastery approach to teaching mathematics. The self-reported beliefs of the teachers showed their support for change in practice, from in-class grouping by prior attainmen…
The Instrumental Motivation of Teachers: Implications of High-Stakes Accountability for Professional Learning
This article considers the motivations of teachers to pursue ongoing professional learning.During recent decades, the international policy context has been characterised by high-stakes accountability, but the implications of this agenda for teachers' motivations toward professional learning remains under-explored.In this mixed methods study, combining a large teacher survey and in-depth teacher interviews, a new and significant concept of 'instru…
Accountability in grading student work: Securing academic standards in a twenty‐first century quality assurance context
This article, using a student outcomes definition of academic standards, reports on academics’ sense of standards as enacted through marking practices. Twelve lecturers from two UK universities were asked to ‘think aloud’ as they graded written assignments followed by a semi-structured interview. The interview data were used to investigate the source of tutors’ standards, their sense of accountability for their grading judgements, their use of ar…
A situative metaphor for teacher learning: The case of university tutors learning to grade student coursework
In the continuing concern about academic standards in the higher education sector a great deal of emphasis has been placed on quality assurance procedures rather than on considering how university tutors learn to grade the quality of work produced by students. As part of a larger research project focused on how tutors grade student coursework, this paper offers a new metaphor for such tutor learning, based on a sociocultural perspective. The rese…
The contemporary academic: Orientation Towards Research Work and Researcher Identity of Higher Education Lecturers in the Health Professions
Internationally, the increasing emphasis in universities on the quality of teaching, on student employability and on a corporate approach to entrepreneurial income generation has created a tension around the primacy afforded to published research outputs as a focus for academic work and status. In this study, a framework for academic socialisation is developed and used to understand how lecturers in health professional fields attempt to ‘juggle’ …
Mastery mathematics: Changing teacher beliefs around in-class grouping and mindset
Internationally, reform efforts in teaching of mathematics have found it difficult to change practice. This study used classroom video stimulated recall interviews with Primary teachers in England to investigate their beliefs during implementation of a textbook-based South Asian mastery approach to teaching mathematics. The self-reported beliefs of the teachers showed their support for change in practice, from in-class grouping by prior attainmen…
Academic identities and their deployment within tutorials
Sobre a Investigação nos Programas de Formação Inicial de Professores: Casos em Portugal e Inglaterra
A consciência da importância da formação inicial tem crescido nos últimos anos e a formação em investigação surge como uma dimensão a investir para a qualidade da formação e do ensino. É também sabido que os contextos nacionais têm impacto na maneira como a formação inicial de professores é estruturada e, portanto, na maneira como a investigação é valorizada. Pretende‐se comeste trabalho descrever e discutir a relação que se estabelece entre a in…
The Instrumental Motivation of Teachers: Implications of High-Stakes Accountability for Professional Learning
This article considers the motivations of teachers to pursue ongoing professional learning.During recent decades, the international policy context has been characterised by high-stakes accountability, but the implications of this agenda for teachers' motivations toward professional learning remains under-explored.In this mixed methods study, combining a large teacher survey and in-depth teacher interviews, a new and significant concept of 'instru…
Sociology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Computer Science (3 works) · Political science (3 works) · Teacher Education and Leadership Studies (3 works) · Accountability (2 works) · Context (archaeology) (2 works) · Evaluation of Teaching Practices (2 works)