Tony Pell
Dados Biográficos
| ID | 6155502 |
|---|---|
| NOME | Tony Pell |
| PRENOMES | Tony |
| SOBRENOME | Pell |
| ASSINATURA | PELL T |
| AFILIAÇÕES | University of Cambridge |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 31 |
| OBRAS COMO AUTOR | 6 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2010 |
| ÍNDICE H | 2 |
Teachers’ conceptions of teacher professionalism in England in 2003 and 2006
Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how…
Promoting group work at key stage 3
The attitudes and behaviour of 1040 pupils aged 12–14 years have been measured at the beginning and end of the school year with a battery of attitude, motivation and personality tests in an investigation of the differential effects of group work compared to whole‐class learning. A total of 44 secondary teachers of English, mathematics and science and their classes have been studied over a two‐year period. While subject attitudes and motivation sc…
Public perceptions of the teaching profession
Concerns about the recruitment and retention of teachers have prompted recent studies into the status of teaching in several different countries. This paper analyses the findings of a survey designed to investigate public perceptions of the teaching profession in the UK. It was undertaken as part of a broader DfES‐funded longitudinal project that has been using a mixed methodology to explore individual teachers’ perceptions of their status, and t…
Mentoring beginning teachers in secondary schools
Educational research and the teacher
In the past few years a great deal of discussion has taken place in the UK about the importance of educational research, particularly its value to policy makers and its usefulness to teachers. At the same time a number of influential individuals and organizations have been keen to promote the idea of teaching as an evidence-based profession. This paper analyses the findings of a questionnaire, designed to investigate teachers' views on research a…
Changes in Patterns of Teacher Interaction in Primary Classrooms
For the past two decades there has been persistent controversy regarding the effectiveness of the different teaching methods used in the English primary classroom. One of the earliest studies of the primary classroom, the ORACLE study, described the typical behaviours of teachers and pupils. Since that time there have been various interventions designed ‘to change the way that primary teachers teach’. The research reported here evaluates the succ…
Changes in Patterns of Teacher Interaction in Primary Classrooms
For the past two decades there has been persistent controversy regarding the effectiveness of the different teaching methods used in the English primary classroom. One of the earliest studies of the primary classroom, the ORACLE study, described the typical behaviours of teachers and pupils. Since that time there have been various interventions designed ‘to change the way that primary teachers teach’. The research reported here evaluates the succ…
Mentoring beginning teachers in secondary schools
Teachers’ conceptions of teacher professionalism in England in 2003 and 2006
Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how…
Promoting group work at key stage 3
The attitudes and behaviour of 1040 pupils aged 12–14 years have been measured at the beginning and end of the school year with a battery of attitude, motivation and personality tests in an investigation of the differential effects of group work compared to whole‐class learning. A total of 44 secondary teachers of English, mathematics and science and their classes have been studied over a two‐year period. While subject attitudes and motivation sc…
Public perceptions of the teaching profession
Concerns about the recruitment and retention of teachers have prompted recent studies into the status of teaching in several different countries. This paper analyses the findings of a survey designed to investigate public perceptions of the teaching profession in the UK. It was undertaken as part of a broader DfES‐funded longitudinal project that has been using a mixed methodology to explore individual teachers’ perceptions of their status, and t…
Educational research and the teacher
In the past few years a great deal of discussion has taken place in the UK about the importance of educational research, particularly its value to policy makers and its usefulness to teachers. At the same time a number of influential individuals and organizations have been keen to promote the idea of teaching as an evidence-based profession. This paper analyses the findings of a questionnaire, designed to investigate teachers' views on research a…
Changes in Patterns of Teacher Interaction in Primary Classrooms
For the past two decades there has been persistent controversy regarding the effectiveness of the different teaching methods used in the English primary classroom. One of the earliest studies of the primary classroom, the ORACLE study, described the typical behaviours of teachers and pupils. Since that time there have been various interventions designed ‘to change the way that primary teachers teach’. The research reported here evaluates the succ…
Educational research and the teacher
In the past few years a great deal of discussion has taken place in the UK about the importance of educational research, particularly its value to policy makers and its usefulness to teachers. At the same time a number of influential individuals and organizations have been keen to promote the idea of teaching as an evidence-based profession. This paper analyses the findings of a questionnaire, designed to investigate teachers' views on research a…
Mentoring beginning teachers in secondary schools
Promoting group work at key stage 3
The attitudes and behaviour of 1040 pupils aged 12–14 years have been measured at the beginning and end of the school year with a battery of attitude, motivation and personality tests in an investigation of the differential effects of group work compared to whole‐class learning. A total of 44 secondary teachers of English, mathematics and science and their classes have been studied over a two‐year period. While subject attitudes and motivation sc…
Public perceptions of the teaching profession
Concerns about the recruitment and retention of teachers have prompted recent studies into the status of teaching in several different countries. This paper analyses the findings of a survey designed to investigate public perceptions of the teaching profession in the UK. It was undertaken as part of a broader DfES‐funded longitudinal project that has been using a mixed methodology to explore individual teachers’ perceptions of their status, and t…
Teachers’ conceptions of teacher professionalism in England in 2003 and 2006
Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how…
Psychology (6 obras) · Mathematics education (5 obras) · Pedagogy (5 obras) · Teacher Education and Leadership Studies (5 obras) · Collaborative Teaching and Inclusion (3 obras) · Educator Training and Historical Pedagogy (2 obras) · Political science (2 obras) · School teachers (2 obras) · Sociology (2 obras) · Teacher education (2 obras)