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Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

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The Strathclyde literacy clinic : developing student teacher values, knowledge and identity as inclusive practitioners

Ellis, Susan (2017) The Strathclyde literacy clinic : developing student teacher values, knowledge and identity as inclusive practitioners. In: A Companion to Research in Teacher Education. Springer Publishing Company, Singapore, pp. 121-134. ISBN 9789811040757

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There remains much debate about the features of initial teacher education (ITE) programmes that will produce effective professionals, able to exercise the agency and values that promote flexible, adaptive self-expanding and evidenced-informed professional knowledge. There is particular concern about how to develop teachers who understand inclusion, social disadvantage and who can deliver educational equity through their teaching. Research reviews have drawn attention to the design principles and organisation of ITE programmes that develop knowledgeable, effective and reflective practitioners. The most convincing research approaches use impact evidence to identify those programmes that produce effective teachers and analyse their features (see for example Darling Hammond 2012). From such analyses we have learned that there can be many pathways to successful outcomes, but that the quality of opportunities to make sense of placement experiences and apply academic knowledge is important.