Linda Haggarty
Biographic Data
| ID | 6154726 |
|---|---|
| NAME | Linda Haggarty |
| GIVEN NAMES | Linda |
| FAMILY NAME | Haggarty |
| SIGNATURE | HAGGARTY L |
| AFFILIATIONS | University of Reading |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 3 |
An exploration of changes in thinking in the transition from student teacher to newly qualified teacher
For newly qualified teachers (NQTs), the induction period of support is an important phase which has the potential to deepen learning that has already taken place in initial teacher education (ITE) as well as preparing the NQT for future learning. A particularly crucial time in the induction process is the first term of teaching, when NQTs are likely to be facing a ‘reality shock’ in relation to their new responsibilities. Data were collected by …
Student teachers’ thinking about learning to teach
Recent dominant models of student teacher learning include apprenticeship and reflective practice, but these are now being challenged, extended and enriched by broader sociocultural models of learning. These new models direct attention to how learning is shaped by an interplay between the characteristics of the student teachers, their lecturers and their teacher mentors, and the characteristics of the university, schools and societal contexts wit…
Improving the learning of newly qualified teachers in the induction year
Newly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England and the influence of their mentors within the workplace context of the school. We argue that thinking and practice is restricted by the concern to ‘fit in’, by the be…
An alternative vision for the thoughtful teacher
Book reviewed in this article: Professional knowledge, professional lives: studies in education and change I. F. Goodson Teaching in the knowledge society: education in the age of insecurity A. Hargreaves The activist teaching profession J. Sachs
Towards the improvement of learning in secondary school
(2002). Towards the improvement of learning in secondary school: students' views, their links to theories of motivation and to issues of under- and over-achievement. Research Papers in Education: Vol. 17, No. 2, pp. 185-209
An Investigation of Mathematics Textbooks and their Use in English, French and German Classrooms
The article examines mathematics textbooks and their use in lower secondary classrooms in England, France and Germany. In particular, it looks at popular selling textbooks in each country and their treatment of ‘angle’, and examines teachers' mediation of those books based on observation and interview of a small sample of teachers in those countries. An analysis of the data suggests that learners in the different countries are offered different m…
Towards Effective and Transferable Learning in Secondary School
This article describes ways in which teachers, supported by two university lecturers, attempted to secure effective learning for all their pupils. After considering relevant literature, teachers chose to explore the mastery learning model and were successful in using it in two short units of subject‐specific work. To maximise the benefits of a second cycle of work on the issue, teachers concentrated on developing mastery learning approaches to tr…
The Use of Content Analysis to Explore Conversations between School Teacher Mentors and Student Teachers
This paper describes research carried out within a school‐based model of teacher education and provides a case study of the use of content analysis as a research method. Mentors in school and tutors in a university planned in partnership a structured and integrated programme and within this, mentors agreed to discuss quite formally with pairs of student teachers their developing thinking on predetermined issues. These conversations were taped and…
An Investigation of Mathematics Textbooks and their Use in English, French and German Classrooms
The article examines mathematics textbooks and their use in lower secondary classrooms in England, France and Germany. In particular, it looks at popular selling textbooks in each country and their treatment of ‘angle’, and examines teachers' mediation of those books based on observation and interview of a small sample of teachers in those countries. An analysis of the data suggests that learners in the different countries are offered different m…
An exploration of changes in thinking in the transition from student teacher to newly qualified teacher
For newly qualified teachers (NQTs), the induction period of support is an important phase which has the potential to deepen learning that has already taken place in initial teacher education (ITE) as well as preparing the NQT for future learning. A particularly crucial time in the induction process is the first term of teaching, when NQTs are likely to be facing a ‘reality shock’ in relation to their new responsibilities. Data were collected by …
Improving the learning of newly qualified teachers in the induction year
Newly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England and the influence of their mentors within the workplace context of the school. We argue that thinking and practice is restricted by the concern to ‘fit in’, by the be…
Towards Effective and Transferable Learning in Secondary School
This article describes ways in which teachers, supported by two university lecturers, attempted to secure effective learning for all their pupils. After considering relevant literature, teachers chose to explore the mastery learning model and were successful in using it in two short units of subject‐specific work. To maximise the benefits of a second cycle of work on the issue, teachers concentrated on developing mastery learning approaches to tr…
Student teachers’ thinking about learning to teach
Recent dominant models of student teacher learning include apprenticeship and reflective practice, but these are now being challenged, extended and enriched by broader sociocultural models of learning. These new models direct attention to how learning is shaped by an interplay between the characteristics of the student teachers, their lecturers and their teacher mentors, and the characteristics of the university, schools and societal contexts wit…
The Use of Content Analysis to Explore Conversations between School Teacher Mentors and Student Teachers
This paper describes research carried out within a school‐based model of teacher education and provides a case study of the use of content analysis as a research method. Mentors in school and tutors in a university planned in partnership a structured and integrated programme and within this, mentors agreed to discuss quite formally with pairs of student teachers their developing thinking on predetermined issues. These conversations were taped and…
The Use of Content Analysis to Explore Conversations between School Teacher Mentors and Student Teachers
This paper describes research carried out within a school‐based model of teacher education and provides a case study of the use of content analysis as a research method. Mentors in school and tutors in a university planned in partnership a structured and integrated programme and within this, mentors agreed to discuss quite formally with pairs of student teachers their developing thinking on predetermined issues. These conversations were taped and…
Towards Effective and Transferable Learning in Secondary School
This article describes ways in which teachers, supported by two university lecturers, attempted to secure effective learning for all their pupils. After considering relevant literature, teachers chose to explore the mastery learning model and were successful in using it in two short units of subject‐specific work. To maximise the benefits of a second cycle of work on the issue, teachers concentrated on developing mastery learning approaches to tr…
Towards the improvement of learning in secondary school
(2002). Towards the improvement of learning in secondary school: students' views, their links to theories of motivation and to issues of under- and over-achievement. Research Papers in Education: Vol. 17, No. 2, pp. 185-209
An Investigation of Mathematics Textbooks and their Use in English, French and German Classrooms
The article examines mathematics textbooks and their use in lower secondary classrooms in England, France and Germany. In particular, it looks at popular selling textbooks in each country and their treatment of ‘angle’, and examines teachers' mediation of those books based on observation and interview of a small sample of teachers in those countries. An analysis of the data suggests that learners in the different countries are offered different m…
An alternative vision for the thoughtful teacher
Book reviewed in this article: Professional knowledge, professional lives: studies in education and change I. F. Goodson Teaching in the knowledge society: education in the age of insecurity A. Hargreaves The activist teaching profession J. Sachs
Improving the learning of newly qualified teachers in the induction year
Newly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England and the influence of their mentors within the workplace context of the school. We argue that thinking and practice is restricted by the concern to ‘fit in’, by the be…
An exploration of changes in thinking in the transition from student teacher to newly qualified teacher
For newly qualified teachers (NQTs), the induction period of support is an important phase which has the potential to deepen learning that has already taken place in initial teacher education (ITE) as well as preparing the NQT for future learning. A particularly crucial time in the induction process is the first term of teaching, when NQTs are likely to be facing a ‘reality shock’ in relation to their new responsibilities. Data were collected by …
Student teachers’ thinking about learning to teach
Recent dominant models of student teacher learning include apprenticeship and reflective practice, but these are now being challenged, extended and enriched by broader sociocultural models of learning. These new models direct attention to how learning is shaped by an interplay between the characteristics of the student teachers, their lecturers and their teacher mentors, and the characteristics of the university, schools and societal contexts wit…
Pedagogy (8 works) · Psychology (8 works) · Mathematics education (7 works) · Sociology (6 works) · Teacher Education and Leadership Studies (5 works) · Collaborative Teaching and Inclusion (2 works) · Context (archaeology) (2 works) · Innovative Education and Learning Practices (2 works) · Innovative Teaching and Learning Methods (2 works) · Professional development (2 works)