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Research
- Allan, D (2022) Developing Resilience in FE Teaching, Taylor & Francis Group, Milton, 1000571319
- Allan, D., Boorman, D., O’Doherty, E. and Smalley, P. (2018) Lesson Study. In Cain, T. (Ed) Becoming a Research-Informed School: Why? What? How? London: Routledge. pp. 159–176.
- Allan, D., Boorman, D., O’Doherty, E. and Smalley, P. (2020) Lesson Study and the construction of capital: empowering children through dialogic engagement. Education 3-13, pp.1-15.
- Allan, D (2017) Teaching English and Maths in FE : What Works for Vocational Learners? SAGE Publications, Limited. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/edgehill/detail.action?docID=5942939
- Black, P., & Wiliam, D. (2009) Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), pp.5-31
- Conn, C., Mahoney, N., Multani, Y., & Rees, J. (2023). Impact of critical pedagogy on professional learning for post-16 education. Advances in Autism, 9(2), 165–175. https://doi.org/10.1108/AIA-11-2021-0045
- Duckworth, V., & Smith, R. (2018). Breaking the triple lock: further education and transformative teaching and learning. Education Training, 60(6), 529–543. https://doi.org/10.1108/ET-05-2018-0111
- Education Endowment Foundation – Post 16 – https://educationendowmentfoundation.org.uk/guidance-for-teachers/post-16
- Education Endowment Foundation – Evidence Reviews – https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews
- ETF Professional Standards for Teachers and Trainers (2022) https://www.et-foundation.co.uk/professional-standards/
- ETF Inclusive FE https://www.et-foundation.co.uk/resources/inclusivefe/
- Ghaye, T., Lillyman, S., & Chigua, E. (2010). Using Reflection in the Workplace: A Practical Guide for Student Nurses and Midwives. New Vista Publications.
- Faulconer, E., Griffith, J., & Gruss, A. (2022). The impact of positive feedback on student outcomes and perceptions. Assessment & Evaluation in Higher Education, 47(2), 259-268 https://doi.org/10.1080/02602938.2021.1910140
- Gravells, A (2016) Principles and practices of assessment: A guide for assessors within the FE and Skills Sector. SAGE; Learning Matters: London
- Goldsmith, M. (2012) Feedforward. Writers of the Round Table Press ISBN: 9781939418005
- Hattie, J., & Timperley, H. (2007) The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
- Kersh N and Huegler N (2018) Facilitating lifelong learning through vocational education and training: promoting inclusion and opportunities for young people in the UK. In: McGrath S, Mulder M, Papier J, et al. (eds.) Handbook of Vocational Education and Training: Developments in the Changing World of Work. Springer, 111–117
- Knowles, M (1984) The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing
- Lodge, A., Duffy, M., & Feeney M (2022) ‘I think it depends on who you have, I was lucky I had a teacher who felt comfortable telling all this stuff’. Teacher comfortability: key to high-quality sexuality education?, Irish Educational Studies, DOI: 10.1080/03323315.2022.2061561
- Rocks, E., & Lavender, P. (2018). Exploring transformative journeys through a higher education programme in a further education college. Education Training, 60(6), 584–595. https://doi.org/10.1108/ET-02-2018-0047
- SEND Code of Practice (0-25) (2015) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf
- Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of learning (pp. 114-128). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315147277-8/transformative-learning-theory-jack-mezirow
- Taba, H. (1962). Curriculum Development. Theory and Practice. New York: Harcourt, Brace and World.
- Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Travers, M. C. (2018) Learners’ attitudes to mixed-attainment grouping: examining the views of learners of high, middle, and low attainment. Research Papers in Education, 1522, 1–20. https://doi.org/10.1080/02671522.2018.1452962.
- The Education Training Foundation (2022), The Minimum Core for teacher training qualifications for the Further Education and Skills sector https://www.et-foundation.co.uk/wp-content/uploads/2023/03/The-Minimum-Core-for-teacher-training-qualifications-Sept-22-V2-2.pdf
- Tyler, R. W. (1969). Basic Principles of Curriculum and Instruction. The University of Chicago Press. Chicago & London.
- Van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015) The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43(5), 615-641 – https://files.core.ac.uk/pdf/2612/81881353.pdf
