Eileen Carnell

Conceptions of effective teaching in higher education: extending the boundaries

This paper examines university teachers’ conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of ‘learning through dialogue’, ‘community of learners’ and ‘meta-learning’ emerge as crucial in supporting students’ learning. These conceptions extend understanding of effective teaching in higher education and illuminate how teachers transform their teaching to transform learning. Insights emerge about the importance of social contexts. Theoretical dimensions informing pedagogy, knowledge construction, relationships between teaching and research, and professional learning are congruent: dialogue and collegiality are key. What inhibits teachers’ effectiveness is the ‘performativity’ culture especially setting aside preferred ways of operating as colleagues. A model is constructed to explain opposing standpoints.

Understanding and enriching young people's learning: issues, complexities and challenges®

Within the context of national debate about the motivation of young people in Year 8 and the effects of the key stage three strategy, this article examines young peoples views of learning and their understanding of what helps them learn. The research method draws on the concept of Appreciative Inquiry to examine young peoples experiences. The findings, based on interviews with 58 young people in four schools, indicate a range of views. Three models of learning emerge and are used to examine young peoples views of learning and what supports their learning. Young people provide examples of effective learning including activity in learning, learner responsibility and collaboration. Young people express a wish that their classroom experiences would include more of these elements. In all four schools, however, there does not seem to be any time for talk about learning. Implications for schools are discussed: first, in providing more effective learning experiences for young people; second, in the value of talking with young people about their learning.

Retired, but still a physicist

When Raymond Carter wanted to take early retirement from a position at a university in the north of England, he arranged to see his line manager to discuss his request.