Questionnaire and interview findings from a survey of three Year 8 (ages 12-13 years) science practical lessons (n = 52) demonstrate how pupils' data collection and inference making were sometimes biased by desires to confirm a personal theory. A variety of behaviours are described where learners knowingly rejected anomalies, manipulated…

This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting "accomplished practice" involving: pedagogical knowledge, content knowledge, pedagogical content knowledge and scholarship of teaching. Teachers were asked to bring evidence about their practice. The context…

This research presents a multiple case study investigating the personal frameworks of pre-service science teachers as they experience a science in society course. Through examining the metaphors employed by the participants' student experiences were illuminated. These experiences revealed shifts in frameworks over time that were more consistent…

This article draws on a small-scale case study of English pre- and in-service Further Education (FE) trainee teachers from a northern university. It explores their understanding of notions of well-being and health. In particular, it examines trainees' orientation to care as well as their constructions of learners. It analyses two contradictory but…

This paper explores the concept of culture within Further Education Colleges (FECs) from the perceptions of 26 lecturers delivering Business Higher Education Programmes (BHEPs). It offers a brief overview of the history of both Further Education (FE) and Higher Education (HE) in England, and how they have evolved. This then will provide an…

This article is based on an action research project that involved working with undergraduates to improve the way they engage in the process of career decision-making. The article focuses on the role networks play in career decision-making. It analyses the students' rationale for utilising particular forms of social capital and examines how they…

The aim of the article is to identify those factors that drive the high participation in immediate post-16 and higher education of some minority ethnic groups in the UK. What could we learn from these examples to encourage higher aspirations more generally? The article reports a summary of a formal and systematic review of 1678 studies dated 1997…

This article presents findings from a study of first tier managers in English Further Education colleges, a role critically neglected within the literature, despite its centrality to organisational effectiveness and learner success. The role was found to be diverse, contested and elastic and while first tier managers were found to be highly…

This project identified academics who have been involved with interdisciplinary leadership initiatives and sought to find out what had motivated them, what issues they had encountered and how they had resolved them. A powerful message emerging is the central importance of motivation in interdisciplinary work. Interviewees spoke of leaving their…

Together with the former Polytechnic sector and General Further Education Colleges, Sixth Form Colleges have witnessed major change since the enactment of the Further and Higher Education Act (1992). Change within the post-compulsory education system has taken place on different levels in the UK: at the macro level with change manifest in the…

Teachers and quality teaching influence how well students engage in learning in post-compulsory education. This is the finding from research into factors contributing to student engagement. Indeed, a recent funded study investigating how learning environments influence student engagement in diverse tertiary settings in Aotearoa New Zealand found…

Despite recent findings that show fluency deficits in developmental readers, the field of developmental reading remains remiss in fluency instruction. This article provides a summary intended to increase college reading teachers' understanding of reading fluency and fluency instruction. In addition, included are the step-by-step procedures of…

This article summarizes the creation and implementation of a concurrent support class for TRS 92--Intermediate Algebra, a developmental mathematics course at Fort Lewis College in Durango, Colorado. The concurrent course outlined in this article demonstrates a statistically significant increase in student success rates since its inception.…

In these austere and uncertain financial times, colleges are caught in a quandary: they need to admit a certain number of students each term in order to make budget, yet many of the students they admit are developmental in nature by virtue of their critical thinking, writing and/or math scores on their entrance exams. Creative colleges are…

Developmental immigrant students are a growing phenomenon in the United States, a growing population in higher education, and a growing presence in undergraduate classes, and like their mainstream developmental counterparts, many are academically underprepared for the rigors of college (Goldschmidt & Ousey, 2011), sometimes prolonging, or even…