{"id":399,"date":"2023-08-22T09:59:40","date_gmt":"2023-08-22T09:59:40","guid":{"rendered":"https:\/\/sites.edgehill.ac.uk\/mentorspace\/?page_id=399"},"modified":"2024-07-09T10:34:50","modified_gmt":"2024-07-09T10:34:50","slug":"further-education-and-training-fet-reading-and-research","status":"publish","type":"page","link":"https:\/\/sites.edgehill.ac.uk\/mentorspace\/further-education-and-training-fet-reading-and-research\/","title":{"rendered":"Further Education reading and research"},"content":{"rendered":"<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"680\" src=\"http:\/\/sites.edgehill.ac.uk\/mentorspace\/wp-content\/uploads\/sites\/402\/2024\/07\/FET-6-1024x680.png\" alt=\"\" class=\"wp-image-8205\" style=\"width:877px;height:auto\" srcset=\"https:\/\/sites.edgehill.ac.uk\/mentorspace\/wp-content\/uploads\/sites\/402\/2024\/07\/FET-6-1024x680.png 1024w, https:\/\/sites.edgehill.ac.uk\/mentorspace\/wp-content\/uploads\/sites\/402\/2024\/07\/FET-6-300x199.png 300w, https:\/\/sites.edgehill.ac.uk\/mentorspace\/wp-content\/uploads\/sites\/402\/2024\/07\/FET-6-768x510.png 768w, https:\/\/sites.edgehill.ac.uk\/mentorspace\/wp-content\/uploads\/sites\/402\/2024\/07\/FET-6-1536x1020.png 1536w, https:\/\/sites.edgehill.ac.uk\/mentorspace\/wp-content\/uploads\/sites\/402\/2024\/07\/FET-6.png 1600w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<\/div>\n\n\n<h2 class=\"wp-block-heading\">Research<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Allan, D (2022) Developing Resilience in FE Teaching, Taylor &amp; Francis Group,&nbsp;Milton, 1000571319<\/li>\n\n\n\n<li>Allan, D., Boorman, D., O\u2019Doherty, E. and Smalley, P.&nbsp;(2018)&nbsp;Lesson Study. In Cain, T. (Ed)&nbsp;Becoming a Research-Informed School: Why? What? How?<em>&nbsp;<\/em>London: Routledge.&nbsp;pp. 159\u2013176.<\/li>\n\n\n\n<li>Allan, D., Boorman, D., O\u2019Doherty, E. and Smalley, P. (2020) Lesson Study and the construction of capital: empowering children through dialogic engagement. Education 3-13, pp.1-15.<\/li>\n\n\n\n<li>Allan, D (2017) Teaching English and Maths in FE : What Works for Vocational Learners? SAGE Publications, Limited. ProQuest Ebook Central,&nbsp;<a href=\"https:\/\/ebookcentral.proquest.com\/lib\/edgehill\/detail.action?docID=5942939\">https:\/\/ebookcentral.proquest.com\/lib\/edgehill\/detail.action?docID=5942939<\/a><\/li>\n\n\n\n<li>Black, P., &amp; Wiliam, D. (2009) Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), pp.5-31<\/li>\n\n\n\n<li>Conn, C., Mahoney, N., Multani, Y., &amp; Rees, J. (2023). Impact of critical pedagogy on professional learning for post-16 education. Advances in Autism, 9(2), 165\u2013175.&nbsp;<a href=\"https:\/\/doi.org\/10.1108\/AIA-11-2021-0045\">https:\/\/doi.org\/10.1108\/AIA-11-2021-0045<\/a><\/li>\n\n\n\n<li>Duckworth, V., &amp; Smith, R. (2018). Breaking the triple lock: further education and transformative teaching and learning. Education&nbsp;&nbsp; Training, 60(6), 529\u2013543.&nbsp;<a href=\"https:\/\/doi.org\/10.1108\/ET-05-2018-0111&nbsp;\">https:\/\/doi.org\/10.1108\/ET-05-2018-0111&nbsp;<\/a><\/li>\n\n\n\n<li>Education Endowment Foundation &#8211; Post 16 &#8211;&nbsp;<a href=\"https:\/\/educationendowmentfoundation.org.uk\/guidance-for-teachers\/post-16\">https:\/\/educationendowmentfoundation.org.uk\/guidance-for-teachers\/post-16<\/a><\/li>\n\n\n\n<li>Education Endowment Foundation &#8211; Evidence Reviews &#8211;&nbsp;<a href=\"https:\/\/educationendowmentfoundation.org.uk\/education-evidence\/evidence-reviews\">https:\/\/educationendowmentfoundation.org.uk\/education-evidence\/evidence-reviews<\/a><\/li>\n\n\n\n<li>ETF Professional Standards for Teachers and Trainers (2022)&nbsp;<a href=\"https:\/\/www.et-foundation.co.uk\/professional-standards\/\">https:\/\/www.et-foundation.co.uk\/professional-standards\/<\/a><\/li>\n\n\n\n<li>ETF Inclusive FE&nbsp;<a href=\"https:\/\/www.et-foundation.co.uk\/resources\/inclusivefe\/\">https:\/\/www.et-foundation.co.uk\/resources\/inclusivefe\/<\/a><\/li>\n\n\n\n<li>Ghaye, T., Lillyman, S., &amp; Chigua, E. (2010). Using Reflection in the Workplace: A Practical Guide for Student Nurses and Midwives. New Vista Publications.<\/li>\n\n\n\n<li>Faulconer, E., Griffith, J.,&nbsp; &amp; Gruss, A. (2022). The impact of positive feedback on student outcomes and perceptions. Assessment &amp; Evaluation in Higher Education, 47(2), 259-268&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/02602938.2021.1910140\">https:\/\/doi.org\/10.1080\/02602938.2021.1910140<\/a><\/li>\n\n\n\n<li>Gravells, A (2016) Principles and practices of assessment: A guide for assessors within the FE and Skills Sector. SAGE; Learning Matters: London<\/li>\n\n\n\n<li>Goldsmith, M. (2012) Feedforward. Writers of the Round Table Press ISBN: 9781939418005<\/li>\n\n\n\n<li>Hattie, J., &amp; Timperley, H. (2007) The Power of Feedback. Review of Educational Research, 77(1), 81\u2013112.&nbsp;<a href=\"https:\/\/doi.org\/10.3102\/003465430298487\">https:\/\/doi.org\/10.3102\/003465430298487<\/a><\/li>\n\n\n\n<li>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\u2013117<\/li>\n\n\n\n<li>Knowles, M (1984) The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing<\/li>\n\n\n\n<li>Lodge, A., Duffy, M., &amp; Feeney&nbsp;M (2022)&nbsp;\u2018I think it depends on who you have, I was lucky I had a teacher who felt comfortable telling all this stuff\u2019. Teacher comfortability: key to high-quality sexuality education?, &nbsp;Irish Educational Studies,&nbsp;DOI:&nbsp;<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/03323315.2022.2061561\">10.1080\/03323315.2022.2061561<\/a><\/li>\n\n\n\n<li>Rocks, E., &amp; Lavender, P. (2018). Exploring transformative journeys through a higher education programme in a further education college. Education Training, 60(6), 584\u2013595.&nbsp;<a href=\"https:\/\/eur01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fdoi.org%2F10.1108%2FET-02-2018-0047&amp;data=05%7C01%7CClaridgm%40edgehill.ac.uk%7C9156b7e065bd4f5f917108dba244b868%7C093586914d8e491caa760a5cbd5ba734%7C0%7C0%7C638282188250928281%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=FI8Yoy2ohDrBWkhT5nM%2FNkCJ%2BB31LNrp87YIBikQmPA%3D&amp;reserved=0\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1108\/ET-02-2018-0047<\/a><\/li>\n\n\n\n<li>SEND Code of Practice (0-25) (2015) <a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/398815\/SEND_Code_of_Practice_January_2015.pdf\">https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/398815\/SEND_Code_of_Practice_January_2015.pdf<\/a><\/li>\n\n\n\n<li>Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of learning (pp. 114-128). Routledge.&nbsp;<a href=\"https:\/\/www.taylorfrancis.com\/chapters\/edit\/10.4324\/9781315147277-8\/transformative-learning-theory-jack-mezirow\">https:\/\/www.taylorfrancis.com\/chapters\/edit\/10.4324\/9781315147277-8\/transformative-learning-theory-jack-mezirow<\/a><\/li>\n\n\n\n<li>Taba, H. (1962). Curriculum Development. Theory and Practice. New York: Harcourt, Brace and World.<\/li>\n\n\n\n<li>Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Travers, M. C. (2018) Learners\u2019 attitudes to mixed-attainment grouping: examining the views of learners of high,&nbsp;<a>middle,<\/a>&nbsp;and low attainment. Research Papers in Education, 1522, 1\u201320.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/02671522.2018.1452962\">https:\/\/doi.org\/10.1080\/02671522.2018.1452962<\/a>.<\/li>\n\n\n\n<li>The Education Training Foundation (2022), The Minimum Core for teacher training qualifications for the Further Education and Skills sector&nbsp;<a href=\"https:\/\/www.feadvice.org.uk\/wp-content\/uploads\/sites\/402\/The%20Minimum%20Core%20for%20teacher%20training%20qualifications%20Sept%2022.pdf\">https:\/\/www.et-foundation.co.uk\/wp-content\/uploads\/2023\/03\/The-Minimum-Core-for-teacher-training-qualifications-Sept-22-V2-2.pdf<\/a><\/li>\n\n\n\n<li>Tyler, R. W. (1969). Basic Principles of Curriculum and Instruction. The University of Chicago Press. Chicago &amp; London.<\/li>\n\n\n\n<li>Van de Pol, J., Volman, M., Oort, F., &amp; 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 &#8211;&nbsp;<a href=\"https:\/\/files.core.ac.uk\/pdf\/2612\/81881353.pdf\">https:\/\/files.core.ac.uk\/pdf\/2612\/81881353.pdf<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Research<\/p>\n","protected":false},"author":1527,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-399","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.5 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Further Education reading and research - Mentor Space<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.edgehill.ac.uk\/mentorspace\/reading-and-research__trashed\/further-education-and-training-fet-reading-and-research\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Further Education reading and research - 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