The Impact of Adopting a Research Orientation towards Use of the Pupil Premium Grant in Preparing Beginning Teachers in England to Understand and Work Effectively with Young People Living in Poverty

Autor/inn/en	Burn, Katharine; Mutton, Trevor; Thompson, Ian; Ingram, Jenni; McNicholl, Jane; Firth, Roger
Titel	The Impact of Adopting a Research Orientation towards Use of the Pupil Premium Grant in Preparing Beginning Teachers in England to Understand and Work Effectively with Young People Living in Poverty
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 42 (2016) 4, S.434-450 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2016.1215551
Schlagwörter	Foreign Countries; Beginning Teachers; Student Teachers; Poverty; Barriers; Academic Achievement; Low Income Students; Grants; Program Evaluation; Case Studies; Tutors; Economically Disadvantaged; Achievement Gap; Mixed Methods Research; Questionnaires; Student Teacher Attitudes; Course Evaluation; Preservice Teacher Education; Student Projects; Research Projects; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Armut; Schulleistung; Grant; Finanzielle Beihilfe; Programme evaluation; Programmevaluation; Case study; Fallstudie; Case Study; Förderlehrer; Lehrender; Tutor; Fragebogen; Lehramtsstudiengang; Lehrerausbildung; Schulprojekt; Forschungsvorhaben
Abstract	The introduction in England of the Pupil Premium Grant (PPG) provided a stimulus to ensure that beginning teachers understand the nature of poverty and critically examine strategies used by schools seeking to overcome the barriers to academic achievement that it presents. This article explores the effects of asking student-teachers within a well-established initial teacher education partnership to adopt a research orientation towards the use of PPG funding. It focuses on the student-teachers' experiences and developing thinking as they engaged in small-scale investigative projects and on the perspectives of their school-based teacher educators (professional tutors). Whole-course evaluation data suggest that most projects operated successfully, with the student-teachers encouraged to ask critical questions about current practices, drawing on different kinds of evidence. Three case studies illustrate the diversity of approaches adopted towards the project, reflecting the views of individual professional tutors and the complex interplay between the competing object motives of different participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01