This is a companion volume to the editors' Insights into Teachers' Thinking and Practice (Falmer Press, 1999) and seeks to carry the discussion on further illustrating that there is a continuing intensity of thought, activity and debate on how to conceptualise research on teacher thinking, and thus generate knowledge for further understanding and action. The ethical questions on undertaking research on the inner lives of teachers remain unresolved. The international team present chapters which investigate the relationship between the researcher and the researched, and the relevance and role of research in teacher development. The papers are not presented as 'best practice' for such definitions would be inevitably value laden. Rather, they are indications and anticipations of key areas for the development of understanding of teachers' thinking and actions in the 1990s.

Based on the philosophy of Personal Construct Psychology (PCP), constructivist coaching is interested in how people interpret their own lives and how they 'construct' their sense of reality within their social world. Relationships, social context, individual thought processes, identity, and active learning are all fundamental aspects of this approach. Using a range of methods and practical applications, these expert authors bring constructivist coaching to life for the first time, enabling the reader to quickly grasp both the meaning of the approach and how to apply it. The aim is to work flexibly with your coachees, allowing them to lead the coaching process to unlock what they did not know or realise about themselves and reach greater self-understanding and self-acceptance, and to enable them to engage in meaningful change. With a wide range of examples offered, the methods covered in the book can be used flexibly across contexts, as either a holistic coaching philosophy or an extension to your existing coaching tools. Constructivist Coaching is an invaluable practical guide for coaches, managers and occupational psychologists, along with anyone else who is involved in supporting the personal development and learning of others.

Based on the philosophy of Personal Construct Psychology (PCP), constructivist coaching is interested in how people interpret their own lives and how they 'construct' their sense of reality within their social world. Relationships, social context, individual thought processes, identity, and active learning are all fundamental aspects of this approach. Using a range of methods and practical applications, these expert authors bring constructivist coaching to life for the first time, enabling the reader to quickly grasp both the meaning of the approach and how to apply it. The aim is to work flexibly with your coachees, allowing them to lead the coaching process to unlock what they did not know or realise about themselves and reach greater self-understanding and self-acceptance, and to enable them to engage in meaningful change. With a wide range of examples offered, the methods covered in the book can be used flexibly across contexts, as either a holistic coaching philosophy or an extension to your existing coaching tools. Constructivist Coaching is an invaluable practical guide for coaches, managers and occupational psychologists, along with anyone else who is involved in supporting the personal development and learning of others.

This book provides a comprehensive overview of personal construct psychology (PCP) that will help researchers understand the why's, what's and how's of conducting a rigorous constructivist research project. From the theoretical underpinnings of constructivist approaches to the practical values of these techniques, these three expert authors explain how to conduct interpretative, constructivist research from inception to completion. Key topics include: Understanding research philosophies and paradigms Constructing and exploring personal realities Establishing effective research procedures Evaluating grids, mapping, narrative and other research methods Managing the practicalities of fieldwork Analysing and presenting data With activities and procedural examples from a wide range of disciplines woven throughout the text and two special chapters featuring in-depth case studies from a variety of constructivist researchers, this book helps readers grasp the tools, designs, and opportunities of interpretative research. An essential companion for both researchers and practitioners looking to understand people's values, attitudes, beliefs, perceptions, or motivations!

Over the past twenty years the International Study Association on Teachers and Teaching (ISATT) has become world-renowned as an organisation dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners. This book satisfies the demand for a lasting record of ISATT's illuminating discussions on the theme. It is based on a selection of papers presented at their third bi-annual conference and has been updated by each contributor to include their current thoughts and opinions. Containing nineteen articles, each an in-depth examination of the topic, it is divided into four sections: conceptual frames for teacher thought and action methods and approaches to the study of teacher though and action teacher judgment and evaluation of students teacher thinking and teacher education. Broad in theme, international in scope and detailed this book is essential and enlightening reading for anyone with a serious interest in the ongoing development of educational thought.

Written by members of the International Study Association on Teachers and Teaching, the papers in this volume were presented at an international teaching conference on the issues of theory and practice. Using these contributions from experienced researchers, most of whom are practising teachers, this single volume is international in scope and context, demonstrating differences and similarities between and within countries. This detailed book is clearly split into five sections focusing on the following themes: * teacher education - professional identity, professional research, and quality of teacher education * teacher practice - basic values, ethics, and cultural scaffolding * higher education - academic motivation, discourse dissonance concerning intellectual property, self studies of teacher education practice * teacher development - the challenge to be the best teacher, the link between policy and practice, personal theory and practice in tertiary development * research and theory - reflective practice, shared democratic values, teachers as researchers.

Many factors contribute towards an able child achieving or under-achieving in school. This text is based on research which highlights these factors, focusing on the problems that all able children may experience. The authors aim to alert parents and teachers to the signs which indicate that an able child may be under-achieving. In addition, they provide tools that will help teachers to understand and assist able children in their care. The book may also be of interest to academics working in this field.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

The chapters in this book essentially represent the efforts of the authors to present students' and teachers' lives and experiences in authentic ways. As expected, theoretical and empirical research is represented, and approaches range from the so-called scientific traditions of cognitive psychology to inductive approaches associated with phenomenographic naturalistic inquiry. The vast majority are small scale qualitative studies which rely upon combinations of interview, questionnaire, naturalistic observation, descriptive, biographical and autobiographical data presented as analytic description (case studies and vignettes).

This is a companion volume to the editors' Insights into Teachers' Thinking and Practice (Falmer Press, 1999) and seeks to carry the discussion on further illustrating that there is a continuing intensity of thought, activity and debate on how to conceptualise research on teacher thinking, and thus generate knowledge for further understanding and action. The ethical questions on undertaking research on the inner lives of teachers remain unresolved. The international team present chapters which investigate the relationship between the researcher and the researched, and the relevance and role of research in teacher development. The papers are not presented as 'best practice' for such definitions would be inevitably value laden. Rather, they are indications and anticipations of key areas for the development of understanding of teachers' thinking and actions in the 1990s.

This book provides academics, trainers and supervisors worldwide the tools to effectively support doctoral students in the assessment process. Its multidisciplinary approach makes it a uniquely useful manual for the examination of works from conception to completion, and dissemination - in both formative and summative assessments. It gives clear guidance on: * How assessment is structured and conducted, * Activities and questions for the supervision of vivas and public debates, * How to manage assessment outcomes. This book equips early career assessors to effectively perform their duties and supportive roles, and is a valuable resource for doctoral students seeking insight into the rationale behind the ways in which their preparation is structured and delivered.

Early careers researchers and academics receive little to no on-going training for providing support to doctoral students. In light of this, this book addresses the needs of prospective and current supervisors of doctoral students, by providing you with guidance on: * Engaging with the process of selecting researchers and developing reliable expectations, * Identifying the most effective supervisory style and your role in shaping students' skills, * How you can contribute to your students' progress and reflective practices, * Your role in the final assessment stages, and how your support can extend beyond their studies. Through a wide range of multidisciplinary case studies, you will find valuable guidance on how to support your students, and be empowered in the process.

This book provides a comprehensive overview of personal construct psychology (PCP) that will help researchers understand the why's, what's and how's of conducting a rigorous constructivist research project. From the theoretical underpinnings of constructivist approaches to the practical values of these techniques, these three expert authors explain how to conduct interpretative, constructivist research from inception to completion. Key topics include: Understanding research philosophies and paradigms Constructing and exploring personal realities Establishing effective research procedures Evaluating grids, mapping, narrative and other research methods Managing the practicalities of fieldwork Analysing and presenting data With activities and procedural examples from a wide range of disciplines woven throughout the text and two special chapters featuring in-depth case studies from a variety of constructivist researchers, this book helps readers grasp the tools, designs, and opportunities of interpretative research. An essential companion for both researchers and practitioners looking to understand people's values, attitudes, beliefs, perceptions, or motivations!

Do you want to thrive in your doctoral research? Do you want to do more than just survive? If so this is the book for you. Focused on empowering the doctoral researcher, it is packed with advice on how to make the best of opportunities and enjoy your research experience while dealing with challenges. Whether you need to find sources of constructive feedback, are facing an unexpected disturbance to your project, or have ambitions beyond your academic goals, this book provides practical, flexible tips for conducting effective research and engaging with the complex world of academia, including how to: Maintain momentum through each stage of the research process Make the most of available resources, training, and support Explore new technologies, networks, and dissemination strategies Maximize the value of assessment Use this project as a springboard into further research and career opportunities Acknowledging that every doctoral experience is unique, this book goes beyond a script for success and instead offers a full studio of flexible, creative tools and adaptable action points that equip you to compose your own distinctive story of research success. About the series The Success in Research series, from Cindy Becker and Pam Denicolo, provides short, authoritative and accessible guides on key areas of professional and research development. Avoiding jargon and cutting to the chase of what you really need to know, these practical and supportive books cover a range of areas from presenting research to achieving impact, and from publishing journal articles to developing proposals. They are essential reading for any student or researcher interested in developing their skills and broadening their professional and methodological knowledge in an academic context.

Over the past twenty years, the International Study Association on Teachers and Teaching (ISATT), has become world renowned as an organization dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners.
Teacher Thinking and Professional Action aims to satisfy the demand for a lasting record of ISATT's illuminating discussions on the theme. It is based on a selection of papers presented at their third bi-annual conference and has been updated by each contributor to include their current thoughts and opinions.
The book contains nineteen articles, each an in-depth examination of its topic, and is divided into four sections, entitled:
- Conceptual Frames for Teacher Thought and Action
- Methods and Approaches to the Study of Teacher Though and Action
- Teacher Judgment and Evaluation of Students
- Teacher Thinking and Teacher Education
Broad in theme, international in scope and thorough in detail, this book is sure to be essential and enlightening reading for anyone with a serious interest in the ongoing development of educational thought.

This unique addition to the Success in Research series addresses the importance of understanding and achieving impact for the purposes of gaining research funding and reporting achieved impact for the Research Excellence Framework (REF). The book includes contributions from researchers and researcher developers who feel that impact is ill-defined and poorly understood despite its prevalence in policy documents, websites and institutional activities. This succinct and cohesive text draws on the expert contributors' collective research practice, knowledge and experience. Using a variety of examples, boxed activities and highlighted reflection points, this practical guide covers the following key areas: The meaning of impact in relation to research How the Impact Agenda fits with attitudes and ethics that motivate research The different characterisations of research impact and when impact is apparent How impact can be planned into proposals, evaluated and evidenced The skills needed to be an impactful researcher How impact can be supported through Knowledge Exchange and effective partnerships

This is a must-have guide for anyone seeking to understand and achieve impact in their own research. ? The Success in Research series, from Cindy Becker and Pam Denicolo, provides short, authoritative and accessible guides on key areas of professional and research development. Avoiding jargon and cutting to the chase of what you really need to know, these practical and supportive books cover a range of areas from presenting research to achieving impact, and from publishing journal articles to developing proposals. They are essential reading for any student or researcher interested in developing their skills and broadening their professional and methodological knowledge in an academic context.

Restorative practice is an innovative approach to thinking about, and addressing, conflict and bullying, as well as disruptive, challenging and criminal behaviour. The approach is increasingly used to transform the culture of organisations, institutions and services and the way people communicate with one another. In this book, ten practitioners describe a restorative encounter as seen through the lens of their own theoretical model. The book's unique structure is modelled on a restorative practice known as Circle Time- comprising of a Check-in, a Main Activity, and a Check-out. In the Check-in the practitioner explains how their own theoretical model informs their practice; in the Main Activity they comment on the same case studies to highlight how each theory can deepen our understanding of what might be happening and why; and in the Check-out they reflect on what they have learned from reading each other's contributions. This is a unique exemplar of how restorative theory and practice can influence how practitioners think, learn and write about restorative practice. This will be an invaluable resource for restorative practitioners working across sectors including education, social services, youth offending or policy.

This book is designed to take you step by step through each teaching experience you will face. It includes advice, practical exercises, top tips and words of warning on:

- seminar presentations to your peers

- leading undergraduate seminars

- choosing material for teaching

- preparing productive teaching aids

- giving lectures

- dynamic learning environments

- handling assessment

- success as a guest speaker

- mentoring

This is a practical 'how-to' guide which is supported throughout by accessible explorations of how teaching can support your research. Written by lecturers who have taught for many years, the 'voice of experience' sections will support and encourage you in your move towards becoming a successful and confident educator. The Success in Research series, from Cindy Becker and Pam Denicolo, provides short, authoritative and accessible guides on key areas of professional and research development. Avoiding jargon and cutting to the chase of what you really need to know, these practical and supportive books cover a range of areas from presenting research to achieving impact, and from publishing journal articles to developing proposals. They are essential reading for any student or researcher interested in developing their skills and broadening their professional and methodological knowledge in an academic context.