Harry Fletcher-Wood
Biographic Data
| ID | 9505484 |
|---|---|
| NAME | Harry Fletcher-Wood |
| GIVEN NAMES | Harry |
| FAMILY NAME | Fletcher-Wood |
| SIGNATURE | FLETCHER-WOOD H |
| AFFILIATIONS | Ambition Institute, London, UK |
| ORCID | 0000-0001-7016-8704 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Modelling evidence-based practice in initial teacher training: Effects on teachers’ skills, knowledge and self-efficacy
Teacher training often incorporates observable examples of focal teaching practices – models. Yet there is currently little empirical evidence on the effects of modelling. We tested the effects of video models on trainees’ skills, knowledge, and self-efficacy in relation to using an evidence-based teaching technique: retrieval practice. We recruited 89 first-year trainee teachers, gave them a document containing evidence-based guidance on how to …
Effective Teacher Professional Development: New Theory and a Meta-Analytic Test
Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or commissioning better PD. We set out to remedy this by developing a new theory of effective PD based …
Identifying the characteristics of effective teacher professional development: A critical review
Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is sustained, collaborative, subject specific, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and official guidance in several countries. This paper reassesses the evidence underpinning the consensus, ar…
No prominent works on this page.
Identifying the characteristics of effective teacher professional development: A critical review
Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is sustained, collaborative, subject specific, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and official guidance in several countries. This paper reassesses the evidence underpinning the consensus, ar…
Effective Teacher Professional Development: New Theory and a Meta-Analytic Test
Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or commissioning better PD. We set out to remedy this by developing a new theory of effective PD based …
Modelling evidence-based practice in initial teacher training: Effects on teachers’ skills, knowledge and self-efficacy
Teacher training often incorporates observable examples of focal teaching practices – models. Yet there is currently little empirical evidence on the effects of modelling. We tested the effects of video models on trainees’ skills, knowledge, and self-efficacy in relation to using an evidence-based teaching technique: retrieval practice. We recruited 89 first-year trainee teachers, gave them a document containing evidence-based guidance on how to …
Computer Science (2 works) · Empirical research (2 works) · Epistemology (2 works) · Medicine (2 works) · Parental Involvement in Education (2 works) · Pedagogy (2 works) · Professional development (2 works) · Psychology (2 works) · Teacher Education and Leadership Studies (2 works) · Underpinning (2 works)