Hannah Grainger Clemson
Biographic Data
| ID | 7546866 |
|---|---|
| NAME | Hannah Grainger Clemson |
| GIVEN NAMES | Hannah Grainger |
| FAMILY NAME | Clemson |
| SIGNATURE | CLEMSON H G |
| AFFILIATIONS | University of Warwick, Coventry, UK |
| ORCID | 0000-0003-3652-313X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teacher induction as an ecosystem of practices
This study explores the concept of teacher induction, defined as a structured approach to supporting early career teachers (ECTs) in their first year. We understand induction as an ecosystem of actors and practices and offer a new lens to better understand the interdependence amongst stakeholders and their supportive roles. Our thematic analysis of stakeholder interviews is guided by an ‘ecologies of practice’ framework that we adapted to explore…
A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission
During their careers, teachers experience change in education policy, societal trends, and cultural shifts in pedagogical thought, requiring continual adaptation and innovation of their practices. Coupled with this is an assumed intrinsic desire to progress, whether as part of their own subject expertise, or with a view to taking on a role as leader in school management or a specialist area. Effective support and opportunities for teachers to dev…
New practices, new methods, new voices
We would also like to thank all of the peer reviewers for their vital contributions throughout the busy academic year.Notes on contributorsDr Hannah Grainger Clemson undertakes and manages projects and research in applied arts/media, communities and education, with a particular interest in the multimodal construction of both local and international cultural narratives and identities. She contributes to the MA Drama in Education at the University …
Conference Reviews
No prominent works on this page.
Conference Reviews
New practices, new methods, new voices
We would also like to thank all of the peer reviewers for their vital contributions throughout the busy academic year.Notes on contributorsDr Hannah Grainger Clemson undertakes and manages projects and research in applied arts/media, communities and education, with a particular interest in the multimodal construction of both local and international cultural narratives and identities. She contributes to the MA Drama in Education at the University …
A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission
During their careers, teachers experience change in education policy, societal trends, and cultural shifts in pedagogical thought, requiring continual adaptation and innovation of their practices. Coupled with this is an assumed intrinsic desire to progress, whether as part of their own subject expertise, or with a view to taking on a role as leader in school management or a specialist area. Effective support and opportunities for teachers to dev…
Teacher induction as an ecosystem of practices
This study explores the concept of teacher induction, defined as a structured approach to supporting early career teachers (ECTs) in their first year. We understand induction as an ecosystem of actors and practices and offer a new lens to better understand the interdependence amongst stakeholders and their supportive roles. Our thematic analysis of stakeholder interviews is guided by an ‘ecologies of practice’ framework that we adapted to explore…
Computer Science (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works) · Adaptation (eye) (1 work) · Art (1 work) · Artistic and Creative Research (1 work) · Citizen journalism (1 work) · Collaborative Teaching and Inclusion (1 work)