Paula Zwozdiak-Myers
Biographic Data
| ID | 6685485 |
|---|---|
| NAME | Paula Zwozdiak-Myers |
| GIVEN NAMES | Paula |
| FAMILY NAME | Zwozdiak-Myers |
| SIGNATURE | ZWOZDIAK-MYERS P |
| AFFILIATIONS | Brunel University of London |
| ORCID | 0000-0001-7860-2261 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Inclusive pedagogy through the lens of primary teachers and teaching assistants in England
Inclusion is an expectation of all mainstream schools across England yet research into strategies concerning how teachers and teaching assistants facilitate effective inclusive practice remains lim
Understanding inclusion in teacher education – a view from student teachers in England
Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to pra…
How trainee physical education teachers in England write, use and evaluate lesson plans
Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initia…
A Study of Current Practice in Liaison Between Primary and Secondary Schools in Physical Education
The purpose of this study was to investigate current practice in liaison between primary and secondary schools to promote continuity and progression in physical education during the transfer of pupils from Key Stage 2 to Key Stage 3 and to identify constraints to engaging in liaison activities. A questionnaire was completed by the head of the physical education department in secondary schools in five local education authorities in England that re…
Inclusive pedagogy through the lens of primary teachers and teaching assistants in England
Inclusion is an expectation of all mainstream schools across England yet research into strategies concerning how teachers and teaching assistants facilitate effective inclusive practice remains lim
Understanding inclusion in teacher education – a view from student teachers in England
Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to pra…
How trainee physical education teachers in England write, use and evaluate lesson plans
Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initia…
A Study of Current Practice in Liaison Between Primary and Secondary Schools in Physical Education
The purpose of this study was to investigate current practice in liaison between primary and secondary schools to promote continuity and progression in physical education during the transfer of pupils from Key Stage 2 to Key Stage 3 and to identify constraints to engaging in liaison activities. A questionnaire was completed by the head of the physical education department in secondary schools in five local education authorities in England that re…
A Study of Current Practice in Liaison Between Primary and Secondary Schools in Physical Education
The purpose of this study was to investigate current practice in liaison between primary and secondary schools to promote continuity and progression in physical education during the transfer of pupils from Key Stage 2 to Key Stage 3 and to identify constraints to engaging in liaison activities. A questionnaire was completed by the head of the physical education department in secondary schools in five local education authorities in England that re…
How trainee physical education teachers in England write, use and evaluate lesson plans
Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initia…
Understanding inclusion in teacher education – a view from student teachers in England
Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to pra…
Inclusive pedagogy through the lens of primary teachers and teaching assistants in England
Inclusion is an expectation of all mainstream schools across England yet research into strategies concerning how teachers and teaching assistants facilitate effective inclusive practice remains lim
Pedagogy (4 works) · Psychology (4 works) · Mathematics education (3 works) · Sociology (3 works) · Collaborative Teaching and Inclusion (2 works) · Inclusion (mineral (2 works) · Inclusion and Disability in Education and Sport (2 works) · Mainstreaming (2 works) · Medical education (2 works) · Medicine (2 works)