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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 2 of 2 1 ‘It ain’t (Only) What You Do, It’s the Way That You Do It’: A Mixed Method Approach to the Study of Inspiring Teachers Sammons, P.; Kington, Alison; Lindorff, A.; Ortega, L.. - : John Wiley & Sons, 2018 Abstract: This paper draws on findings from a study of ‘inspiring’ teachers in order to illustrate the way in which the chosen mixed methods design contributed to the success of the research in addressing its research aims. The study investigated the concept of ‘inspiring’ and ‘inspirational’ teaching through recruiting a purposive sample of 17 primary and secondary school teachers in England drawn from nine schools in a single Multi-Academy Trust (MAT). The aim of the study was to integrate and synthesise evidence from a range of perspectives using multiple methods involving a combination of descriptive and numeric data, in order to increase knowledge and understanding of what it means to be ‘inspiring’ within the current educational landscape. The study fits with the ‘numbers and a narrative’ tradition reflecting the growing popularity of mixed methods (Gorard & Smith, 2006) and adopted an equal-status, sequential research design that comprised integration of multiple methods including semi-structured interviews with teachers, classroom observations including both descriptive field notes and systematic observation schedules that tapped features associated with effective practice, numeric ranking sheets for teachers and head teachers and a student questionnaire survey that included rating scales and open-ended response questions. The findings reveal clear associations between effective and inspiring practice but also identify particular features that distinguish inspiring practitioners and their practice. Findings concerning the socio-emotional component are highlighted in particular in relation to the emphasis these teachers placed on creating positive relationships with students and a safe supportive classroom climate. Keyword: L Education (General); LB Theory and practice of education; LB1501 Primary Education; LB1603 Secondary Education. High schools URL: https://eprints.worc.ac.uk/7324/7/Sammons%2BKington%2BLindorff%2BOrtega%2B2018%2Bmerged.zip https://onlinelibrary.wiley.com/doi/10.1002/rev3.3141 https://eprints.worc.ac.uk/7324/1/Sammons_et_al-2018-Review_of_Education.pdf http://eprints.worc.ac.uk/7324/ https://doi.org/10.1002/rev3.3141 BASE Hide details 2 Teacher and Student Voices: Perspectives from 'Inspiring' Classrooms Lindorff-Vijayendran, A.; Sammons, P.; Kington, Alison. - 2015 BASE Show details

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