Consortium Commissioned Projects

These projects provide an opportunity to investigate some of the important areas of our work and to make recommendations with the potential to shape future practice and to raise performance making a real difference to individuals and to the sector.

Behaviour management research project

Project specification:    CCP1516-01 Behaviour management 

Awarded to: Sandra Rennie (SEQUALS) and Merv Lebor (Leeds City College)

The research project is in relation to the ways in which trainee teachers within the University’s In- and Pre-Service Lifelong Learning teacher education provision might be best prepared to effectively address behaviour management issues in the classroom.

It is expected that the study will:

  • Provide a brief contextual outline to the study in relation to
    • How behaviour management issues are currently addressed within a range of teacher education programmes for this sector;
    • How behaviour management issues are currently addressed within the University’s provision (covering the curriculum; how it is implemented; and the identification of outstanding practice)
    • What trainees regard as their needs in relation to preparation to meet the challenge of behaviour management.
  • Provide a qualitative study of the experiences of a sample (size to be negotiated) of current pre and in-service trainees.
  • Make recommendations to improve the University’s provision.
  • Produce a behaviour management support package for distribution and use throughout the Consortium. 
  • Produce a project report, which should be disseminated to the Consortium Network, and a related journal publication.

The Performance of BME Trainee Teachers research project

Project specification:   CCP1516-02 The Performance of BME Trainee Teachers 

Awarded to: Lisa Russell, Robin Simmons and Ron Thompson (School of Education & Professional Development, University of Huddersfield)

This project focuses the performance of BME trainee teachers within the University’s In- and Pre-Service Lifelong Learning teacher education provision.

It is expected that the study will:

  • Provide a brief contextual outline to the study in relation to national and, where possible, some relevant international data regarding the employment of BME teachers, and the numbers of and comparative achievement (retention, completion, success) of BME trainee teachers, within both the LIfelong Learning and schools sectors.
  • Provide an analysis of recruitment and performance data in relation to BME teachers trained through the University’s provision over a ten year period (this will include comparison between centres and, where data is available, comparison with similar alternative provision both nationally and within the Consortium).
  • Provide a qualitative study of the experiences and careers of a sample (size to be negotiated) of BME current and former trainees, including non-completers/non-achievers, within the University’s provision.
  • Make recommendations to improve the achievement of BME trainees within the University’s provision.
  • Produce a project report, which should be disseminated to the Consortium Network, and a related journal publication.

Promoting Fundamental British Values (FBV) research project

Project specification:   CCP1516-03 Promoting Fundamental British Values (FBV) 

Awarded to: Helen Rivron, Sally Brown and Donna Gregory (Wakefield College)

This project is for examining the ways in which trainee teachers within the University’s In- and Pre-Service Lifelong Learning teacher education provision might be best prepared to effectively promote Fundamental British Values (FBV) in the classroom.

It is expected that the study will: 

  • Provide a brief contextual outline to the study in relation to
    • How FBVs and related issues are currently addressed within a range of teacher education programmes for this sector;
    • How FBV and related issues are currently addressed within the University’s provision (covering the curriculum; how it is implemented; and the identification of outstanding practice)
    • What trainees regard as their needs in relation to preparation to meet the challenge of addressing FBVs and related issues 
  • Provide a qualitative study of the experiences of a sample (size to be negotiated) of current pre and in-service trainees.  
  • Produce a FBV support package for distribution and use throughout the Consortium. 
  • Make recommendations to improve the University’s provision.
  • Produce a project report, which should be disseminated to the Consortium Network, and a related journal publication.

Former trainees/newly qualified teachers: research opportunity

Project specification:   CCP1516-04 Former trainees and newly qualified teachers 

Awarded to: Rachel Terry and Kate Lavender (Calderdale College)

This project is in relation to newly qualified teachers who have recently completed the University’s In- and Pre-Service Lifelong Learning teacher education provision.

It is expected that the study will: 

  • Provide a brief contextual outline to the study in relation to the extant national practices of a range of providers of teacher education in relation to supporting former trainees/newly qualified teachers.
  • Provide an analysis of the needs of the perceived needs of newly qualified teachers and recommend ways in which Consortium partners might best meet those needs in the context of zero funding for such work.
  • Produce an NQT support package for distribution and use throughout the Consortium.    
  • Produce a project report, which should be disseminated to the Consortium Network, and a related journal publication.
Last updated Monday 25 April 2016
Thank you for your feedback.

Your feedback has been sent to the Consortium Support team.



Excellent
Good
Satisfactory
Needs improvement

Excellent
Good
Satisfactory
Needs improvement

Excellent
Good
Satisfactory
Needs improvement
Queen's Award for Enterprise
Awards history
University of the Year
The Guardian Higher Education Awards - Inspiring Leader

VAT registration number 516 3101 90

All rights reserved ©