Fay Smith

Biographic Data

ID6154720
NAMEFay Smith
GIVEN NAMESFay
FAMILY NAMESmith
SIGNATURESMITH F
AFFILIATIONSNewcastle University
ORCID0000-0001-6479-0150
VERIFIEDYes
TOTAL WORKS7
TOTAL CITATIONS41
WORKS AS AUTHOR7
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2000
LATEST PUBLICATION YEAR2009
H-INDEX3

  • Changing pedagogical practice in Kenyan primary schools

    Frank Hardman, Jan Abd‐Kadir et al.ARTICLEComparative Education2009Cited by: 18References: 2

    This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management commit…

  • Gender inequality in the primary classroom

    Fay Smith, Frank Hardman et al.ARTICLEGender and Education2007Cited by: 1References: 8

    This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short-term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher-student interaction at Key Stage 2 in the teaching of literacy and numeracy in English primary schools. As part of the Nat…

  • Pedagogical renewal

    Open AccessFrank Hardman, Jan Abd‐Kadir et al.ARTICLEInternational Journal of…2007Cited by: 6References: 10

  • The impact of interactive whiteboards on teacher—pupil interaction in the National Literacy and Numeracy Strategies

    Open AccessFay Smith, Frank Hardman et al.ARTICLEBritish Educational Research…2006Cited by: 2References: 11

    The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher—pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample o…

  • Interactive whole class teaching in the National Literacy and Numercy Strategies

    Open AccessFay Smith, Frank Hardman et al.ARTICLEBritish Educational Research…2004Cited by: 11References: 11

    The study set out to investigate the impact of the official endorsement of ‘interactive whole class teaching’ on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an ‘active teaching’ model promoting high quality dialogue and discussion between teachers and pupils. Pupils are expected to play an active part in discu…

  • The Recruitment of New Teachers from Minority Ethnic Groups

    Bruce Carrington, Alastair Bonnett et al.ARTICLEInternational Studies in…2000Cited by: 3

    This article reports on part of a larger, ongoing two-year investigation supported by the Teacher Training Agency into the recruitment of new teachers from minority ethnic backgrounds via Postgraduate Certificate in Education (PGCE) courses in England. The authors focus here on interviews with admissions tutors, course directors and other senior staff at teacher training institutions. The interviews revealed differences between institutions in th…

  • Recruitment of New Teachers from Minority Ethnic Groups

    Bruce Carrington, Alastair Bonnett et al.ARTICLEInternational Studies in…2000

    This article reports on part of a larger, ongoing two-year investigation supported by the Teacher Training Agency into the recruitment of new teachers from minority ethnic backgrounds via Postgraduate Certificate in Education (PGCE) courses in England.The authors focus here on interviews with admissions tutors, course directors and other senior staff at teacher training institutions.The interviews revealed differences between institutions in the …