Educational Isolation and the Challenge of “Place” for Securing and Sustaining a Quality Teacher Supply

Ovenden-Hope, Tanya; Passy, Rowena; Iglehart, Philly

doi:10.1007/978-3-030-59533-3_7-1

Cited by 5 publications

(6 citation statements)

References 16 publications

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“…Analysing GCSE performance data through the lens of SED shows how these ideas about rural and urban educational performance may be an artefact of SED rather than a consequence of rural living. When these factors are considered, there are persistent patterns of rural underperformance that have been (until recently [27][28][29][30]) overlooked.…”

Section: Discussionmentioning

confidence: 99%

“…But this is a small step using the data currently publicly available. Using measures of remoteness [105,106] or inaccessibility [26,107,108] would be useful in supporting schools in coastal and other remote communities [28,109]. In the short term, providing access to sparsity data within the DfE national database would quickly provide a more nuanced data analysis both nationally and within rural areas.…”

Section: Discussionmentioning

confidence: 99%

“…These two groups of rural pupils are not a cohesive whole that needs the same support for improved participation. As a result, this remote, isolated [28], rural disadvantage has remained hidden [63]. Consequently, the current rural measure available is not helpful in identifying (or subsequently closing) the rural gaps.…”

Section: Defining Rurality In Englandmentioning

confidence: 99%

“…These factors overlap and amplify [18][19][20] and by the time pupils reach post-18 education, these gaps are even more significant [21,22]. Rurality is rarely integrated into these analyses of educational inequalities [23][24][25][26] but recent changes to DfE data include rurality measures and this exposes some previously hidden barriers to educational participation [27][28][29][30].…”

Section: Introductionmentioning

confidence: 99%

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The Grass Ceiling: Hidden Educational Barriers in Rural England

Graham

2024

Education Sciences

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Rurality is rarely integrated into analyses of educational inequalities and this article presents an alternative perspective on rural–urban attainment and highlights the impact of rurality on educational outcomes. The traditional narrative of urban–rural educational disadvantage is that urban pupils do less well in the English exam system. Decontextualised data across different English exam performance measures demonstrate how rural pupils outperform their urban counterparts. Socioeconomic disadvantage (SED) has the most significant impact on attainment and this analysis explores the rural–urban attainment gap through this SED lens. An analysis of the Department for Education (DfE) data explores possible factors that might explain the emerging rural educational gap and presents an argument that rurality is another limiting factor that intersects with SED. This article demonstrates how rural underachievement in England has been hidden by the relative sizes and SED distribution of rural and urban populations.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Defining Rurality In Englandmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Grass Ceiling: Hidden Educational Barriers in Rural England

Graham

2024

Education Sciences

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“…For example, technical challenges associated with live-streaming classroom activities for real-time observations may include audio delays, and poor picture and audio quality. In England, these technical challenges are more prevalent in rural schools, which also happen to feel the recruitment and retention crisis more keenly (22)(23), and online delivery is sometimes the only means of these types of schools being able to participate in national initiatives. With online delivery, trainees may also have difficulty seeing all pupils or seeing the teacher as the camera moves around the room, and therefore struggle to accurately evaluate the interactions taking place in the classroom (24).…”

Section: Potential Of Hybrid Delivery For Scaling Itapmentioning

confidence: 99%

Evaluating the relative impact of a virtual school visit as part of Intensive Training and Practice (ITaP) in initial teacher education: Study protocol for a mixed-methods randomised trial

Lymperis,

Turner,

Davey

et al. 2024

Preprint

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Background: Intensive Training and Practice (ITaP) is an element of teacher training that isrequired of initial teacher education in England. ITaP focuses on theory and evidence relating toone aspect of teaching with opportunities for practice and feedback. A pilot of ITaP was conductedby the National Institute of Teaching in 2022, revealing that hybrid delivery of key componentscould help scale ITaP to reach many trainees with consistency. However, there is limited evidenceabout how best to deliver remote and blended learning in the context of teacher educationprogrammes.Methods: This study will compare the effectiveness of two modes of implementing exposure toexpert practice as part of the ITaP programme: virtual school visits and in-person school visits. Thestudy's objectives are twofold: to estimate the relative effectiveness of virtual school visitscompared to in-person ones in ITaP, and to better understand the experiences and perceivedchallenges and opportunities of these two instructional modalities.The target population is teacher trainees in England pursuing specialisms in secondary education.The trial will use a parallel crossover design: trainees will be divided into two groups, eachexperiencing one mode of visit before crossing over to the other. In-person visits will involve liveclassroom observations in a school setting, while virtual visits will allow trainees to observe lessonsremotely via live streaming from a school.We will assess outcomes related to trainees' grasp of the evidence base around the effective useof questioning and scaffolding techniques, their ability to apply knowledge, self-efficacy, and theirperceptions of the school visit day and ITaP as a whole.Discussion: The findings will offer valuable insights into the impact of each training modality ontrainees' understanding, engagement, confidence, and practical application of knowledge.

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The Supply, Recruitment, and Retention of Teachers

Hulme

2022

The Palgrave Handbook of Teacher Education Research

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Educational Isolation and the Challenge of “Place” for Securing and Sustaining a Quality Teacher Supply

Cited by 5 publications

References 16 publications

The Grass Ceiling: Hidden Educational Barriers in Rural England

The Grass Ceiling: Hidden Educational Barriers in Rural England

Evaluating the relative impact of a virtual school visit as part of Intensive Training and Practice (ITaP) in initial teacher education: Study protocol for a mixed-methods randomised trial

The Supply, Recruitment, and Retention of Teachers

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