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Novice teachers' perceived understanding of technical terminology in exemplar EP reports

Crane, A; Hayes, B; (2017) Novice teachers' perceived understanding of technical terminology in exemplar EP reports. Assessment and Development Matters , 9 (3) Green open access

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Abstract

It is important for a report to be accessible in order for the advice it contains to be implemented. Reports often take a long time to write and are, therefore, costly to produce. Previous research has focused on the qualities of reports that affect their accessibility, such as readability (e.g. Donaldson et al., 2004), length (e.g. Wiener, 1987), organisation (e.g. Wiener & Kohler, 1986) and the use of jargon (e.g. Cuadra & Albaugh, 1956). Language is dynamic and constantly evolving. In the light of recent changes to the legislation around Special Educational Needs (SEN) (DfE & DfH, 2014), it was timely to investigate the language currently used. As this research was undertaken as part of a Doctorate in Educational and Child Psychology, the reports investigated were Educational Psychologist (EP) reports. Often, the primary audience for EP reports are teachers. For other psychological reports, they may be part of a wider audience who will be required to read and implement advice. Teachers new to the profession (trainee teachers and Newly Qualified Teachers, NQTs) could be considered a baseline for investigating teacher understanding and so this group were the focus. The research question is how well do novice teachers perceive they understand the most frequently used technical terms from exemplar EP reports?

Type: Article
Title: Novice teachers' perceived understanding of technical terminology in exemplar EP reports
Open access status: An open access version is available from UCL Discovery
Publisher version: https://shop.bps.org.uk/publications/publication-b...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/10067138
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