This mixed methods study used a survey with programme completers from 32 UK higher education institutions, and interviews and focus groups with programme completers, programme leaders, heads of department and pro-vice-chancellors, to explore the perceived impact of UK-accredited teaching development programmes upon participants and departments.…

This article reports on the initial findings of research carried out with a cohort of science teachers engaged in a professional development course at a northwest England university. The aim was to investigate how professional development was perceived by participants and explore the experiences of those who undertook the course. Results suggest…

The opening premise of this paper is that education must change but that the nature and direction of that change is uncertain. In England, but not necessarily the UK as a whole, the policy is to produce a more personalised learning experience for all pupils. The policy of personalisation is to be delivered in part by increased use of digital…

Presents data from a SATIS survey. (MKR)

Asal and Harwood explore how today's information technology is changing how teachers educate and are educated. Focusing on the United States, with useful insights from the classroom digital revolution in a few other places (the United Kingdom, Australia, and India), the authors investigate the impact of today's technologies on education--how they…

A study investigated the attitudes of British first-year polytechnic or university students (n=38) and employed graduates (n=80) in science and technology fields up to age 30, concerning their choice of science/technology or nonscience/technology fields. Results indicate why some students are deterred from science/technology. (Author/MSE)

Surveys engineering students' attitudes towards mathematics in three different United Kingdom universities. Reports that students can be placed into five groupings; members of groups recorded significantly different responses to many of the questions posed, including their university, gender, home or overseas status, mathematics qualification on…

Points out that variability in focus, method, and conceptual level of case studies causes difficulties in validating such studies. Notes method variations raise questions about validity. Claims the validity of case studies lies in their usefulness as projective models. States teachers can generate their own theories where practical educational…

Reports the results of a survey of U.K. librarians that examined where practitioners received training for user education. The finding that training was predominantly received outside of the library school setting is discussed in terms of the need for user education courses within library school curriculums. (CLB)

Managers in 281 schools of all types in 20 LEAs in England completed a survey about teacher absence and its causes. This paper reports reasons for teachers' long-term absences in those schools, examining the link between age and ability to report for work. Head teachers' views on the impact of school stress on teacher attendance are also explored.…

This paper reports on the learning experiences of a small group (n = 13) of teaching assistants who volunteered to participate in a pilot online Foundation Degree module. As part of the evaluation methodology, participating students were randomly assigned into two groups, with each group having clearly defined but different types of tutorial…

A collection of essays and research reports addresses issues in the testing of English as a Second Language (ESL) among foreign students in United States colleges and universities. They include the following: "Overview of ESL Testing" (Ralph Pat Barrett); "English Language Testing: The View from the Admissions Office" (G. James…