Welcome to The Library

When I started teaching in an FE College, there was very little available that would be specific to GCSE Maths resits.

 

During last year or so, resits started gaining a bit of momentum in terms of the research and policy analysis.

 

I have also found other like-minded individuals with a strong interest and passion for the mathematics in FE Colleges - so I gathered the information about the humans and the documents in one place, so you don’t have to spend a year looking for them, like I did.

 

Welcome to The Library. 

 

Teachers

Here is the list of practitioners who are active on Twitter and always happy to share and discuss their FE experiences! 

Missing anyone? Let me know here or add a comment below. 

 

@MsSteel_Maths

@El_Timbre

@Loumeracy

@MrsSarahSimons

@crcltang

@treezyoung

@tessmaths

@jennypeek

@dianak2201

@Just_Maths

@vicky_maths

@hilsbrownlow

@tombennett71

@YsolinaArvelo

@stephenexley

@Anna_Maths

@HelenHindle1

@JeremyHodgen

@zebfriedman

@researchED1

@missradders

@jenniferpanting

@louiseseeley

 

 

 

Organisations

 

Advisory Committee on Mathematics Education

 

Association of Colleges

 

Association for Research in Post-compulsory Education

 

British Educational Research Association and its SIGs

 

 British Society for Research into Learning Mathematics

 

Education Endowment Foundation

 

Gatsby

 

Mathematics in Education and Industry

 

National Centre for Excellence in the Teaching of Mathematics

 

National Numeracy

 

Nuffield Foundation

 

The Further Mathematics Support Programme (girls’ participation) 

 

 

Researchers 

 

There has been very little research done on the mass, forced resits - this will change with the EEF funding announcement, so watch this space. In the meantime, Diane Dalby and Malcolm Swan at The University of Nottingham seem to be the go-to people!

 

 

Reports

 

ACME (2006). Mathematics in Further Education Colleges. Policy Report. London: ACME

 

Association of Colleges (2016). College Key Facts 2015/16. London: AoC

 

Carter, A. (2015). Carter review of initial teacher training (ITT). London: DfE

 

Coe, R. et al (2014). What makes great teaching? Review of the underpinning research. Project Report. London: Sutton Trust

 

Hayward, G., Homer, M. (2016). Profile of the mathematics teaching workforce the college sector in England. London: Gatsby

 

Hodgen et all (2013). Towards universal participation in post-16 mathematics: lessons from high performing countries. London: Nuffield

 

Hodgen, J. et al (2010). Is the UK an outlier? An international comparison of upper secondary mathematics education. London: Nuffield

 

Hodgen, J., McAlinden M., Tomei, A. (2014). Mathematical transitions: report on the mathematical and statistical needs of students undertaking undergraduate studies in various disciplines. London: The Higher Education Academy

 

Maughan, S. et al (2016) Improving Level 2 English and maths outcomes for 16 to 18 year olds. Literature review. London: Education Endowment Foundation

 

Ofqual (2016). Detailed analysis of summer 2016 GCSE results. Coventry: Ofqual

 

Smith, A. (2004). Making mathematics count. London: DfE

 

Wolf, A. (2011). Review of Vocational Education - The Wolf Report. London: DfE

 

 

Articles and books

 

Archer, M. (2007). Making our Way through the World: Human Reflexivity and Social Mobility. Cambridge: Cambridge University Press

 

Averill, R. (2012). Caring teaching practices in multiethnic mathematics classrooms: attending to health and well-being. Mathematics Education Research Journal, 24:105

 

Belbase, S. (2013). Images, anxieties and attitude towards mathematicsInternational Journal of Education in Mathematics, Science and Technology, 1(4), 230-237

 

Boaler, J., Wiliam, D., & Brown, M. (2000). Students' Experiences of Ability Grouping - disaffection, polarisation and the construction of failure. British Educational Research Journal, 26(5), 631 - 648.

 

Burghes, D., Roddick, M., Tapson, F. (2001). Tiering at GCSE: is there a fairer system? Educational Research 43(2) 175-187

 

Coe, R. (2013). Improving Education. A triumph of hope over experience. CEM, Durham University

 

Crawford, C. et al (2010) When You Are Born Matters: The Impact of Date of Birth on Educational Outcomes in England IFS Working Paper W10/06. London: Institute of Fiscal Studies

 

Dalby D. M. (2015). A study of the experiences of vocational students learning functional mathematics in further education colleges. PhD thesis, University of Nottingham

 

Dalby, D. M., Noyes, A. (2015). Connecting mathematics teaching with vocational learning. Adults Learning Mathematics. 10(1), 40-49

 

Dziubinski, J. (2015). From medium to pedagogy: 'fun and colourful' lessons as a model for trainee teachers in further education colleges - questioning the postmodernist constructivist approach to classroom practice. Research in Post-Compulsory Education, 20(3), 315-323

 

Edgington, U. (2013). Performativity & affectivity: lesson observations in England’s further education colleges. Ph.D. thesis, Canterbury Christ Church University

 

Foster, C. (2014). ‘Can’t you just tell us the rule?’: teaching procedures relationally. Proceedings of the 8th British Congress of Mathematics Education

 

Guzver, Y., Emin, A. (2005). The Effects of Mastery Learning and Cooperative, Competitive and Individualistic Learning Environment Organizations on Achievement and Attitudes in MathematicsJournal of the Korea Society of Mathematical Education, 9(1), 55-72

 

Hall, G. (2014). Integrating real-world numeracy applications and modelling into vocational courses. Adults Learning Mathematics: An International Journal, 9(1), 53-67

 

Hall, I. (1999). The relevance of GCSE Mathematics and English as preparation for employment. Journal of Vocational Education & Training, 51(2), 283-305

 

Ireson, J., Hallam, S., Hurley, C. (2005). What Are the Effects of Ability Grouping on GCSE Attainment? British Educational Research Journal, 31(4), 443-458

 

Massey, A. (1996). Season of birth, sex and success in GCSE English, mathematics and science: some long‐lasting effects from the early years? Research Papers in Education 11(2), 129-150

 

O'Leary, M. (2014). Power, Policy and Performance: learning lessons about lesson observation from England's further education collegesForum, 56(2). 209-222

 

Pajares, F. and Urdan, C. (2006). Self-Efficacy Beliefs of Adolescents. Charlotte, NC: Information Age Publishing

 

Sheldrake (2015). Students' intentions to study non-compulsory mathematics: the importance of how good you think you areBritish Educational Research Journal, 41(3), 365-534

 

Swain, J. and Swan, M., (2009). Teachers’ attempts to integrate research-based principles into the teaching of numeracy with post-16 learnersResearch in Post-Compulsory Education 14(1), 75-92

 

Swan, M. (2006). Collaborative Learning in Mathematics: A Challenge to Our Beliefs and Practices. London: National Institute of Adult Continuing Education

 

Swan, M. (2000). GCSE mathematics in further education: challenging beliefs and practicesCurriculum Journal 11(2), 199-224

 

Swan, M.B., (2005) Improving learning in mathematics: challenges and strategies. London:  Department for Education and Skills.

 

Swan, M.B. (2006). Learning GCSE mathematics through discussion: what are the effects on students? Journal of Further and Higher Education 30(3), 229-241

 

Watson, A. (2013). Key Ideas in Teaching Mathematics: Research-Based Guidance for Ages 9-19. Oxford: Oxford University Press

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