Browse by UCL people
Group by: Type | Date
Jump to: Article | Book chapter | Report | Working / discussion paper | Conference item | Poster | Digital scholarly resource | Other
Number of items: 45.
Article
Carpentier, V;
Pachler, N;
Evans, K;
Daly, C;
(2011)
Work-Learn-Educate: the WLE Centre for Excellence's conceptualisation of work-based learning.
Higher Education, Skills and Work-based Learning
, 1
(3)
pp. 216-230.
|
 |
|
Daly, C;
Milton, E;
Langdon, F;
(2020)
How do ecological perspectives help understand schools as sites for teacher learning?
Professional Development in Education
, 46
(4)
pp. 652-663.
10.1080/19415257.2020.1787208.
|
|
Daly, Caroline;
Glegg, Polly;
Stiasny, Beth;
Hardman, Mark;
Taylor, Becky;
Pillinger, Claire;
Gandolphi, Haira;
(2023)
Mentors as instructional coaches for new teachers: lessons learnt from the early career framework in England.
International Journal of Mentoring and Coaching in Education
10.1108/ijmce-10-2022-0090.
(In press).
|
|
Daly, C;
Davidge-Smith, L;
Williams, C;
Jones, C;
(2020)
Is there hope for action research in a ‘directed profession’?
London Review of Education
, 18
(3)
pp. 339-355.
10.14324/LRE.18.3.02.
|
|
|
Daly, C;
James, J;
Jones, C;
Taylor, L;
Wegener, K;
George, C;
(2020)
Developing Professional Identity and Ethos through Research and Practice in Initial Teacher Education: The USW ITE Partnership Approach.
Cylchgrawn Addysg Cymru / Wales Journal of Education
, 22
(1)
pp. 233-255.
10.16922/wje.22.1.11-en.
|
|
|
Daly, C;
Milton, E;
(2017)
External Mentoring for new teachers: mentor learning for a change agenda.
International Journal of Mentoring and Coaching in Education
, 6
(3)
pp. 178-195.
10.1108/IJMCE-03-2017-0021.
|
|
Greer, J;
Daly, C;
(2020)
Professionally acceptable workload: Learning to act differently towards effective change.
Impact Journal of the Chartered College of Teaching
, 9
pp. 15-18.
|
|
Langdon, F;
Daly, C;
Milton, E;
Jones, K;
Palmer, M;
(2019)
Challenges for principled induction and mentoring of new teachers: Lessons from New Zealand and Wales.
London Review of Education
, 17
(2)
pp. 249-265.
10.18546/lre.17.2.14.
|
|
|
Maxwell, B;
Tremblay-Laprise, AA;
Filion, M;
Boon, H;
Daly, C;
van den Hoven, M;
Heilbronn, R;
... Walters, S; + view all
(2016)
A Five-Country Survey on Ethics Education in Preservice Teaching Programs.
Journal of Teacher Education
, 67
(2)
pp. 135-151.
10.1177/0022487115624490.
|
|
Milton, E;
Daly, C;
Langdon, F;
Palmer, M;
Jones, K;
Davies, AJ;
(2020)
Can schools really provide the learning environment that new teachers need? Complexities and implications for professional learning in Wales.
Professional Development in Education
10.1080/19415257.2020.1767177.
(In press).
|
|
Pachler, N;
Daly, C;
(2009)
Narrative and learning with Web 2.0 technologies: towards a research agenda.
JOURNAL OF COMPUTER ASSISTED LEARNING
, 25
(1)
pp. 6-18.
10.1111/j.1365-2729.2008.00303.x.
|
|
Pachler, N;
Daly, C;
Mor, Y;
Mellar, H;
(2010)
Formative e-assessment: Practitioner cases.
COMPUTERS & EDUCATION
, 54
(3)
pp. 715-721.
10.1016/j.compedu.2009.09.032.
|
|
Penikett, J;
Daly, C;
Milton, E;
(2019)
A study of mentors in Wales 'coming to closure'.
Professional Development in Education
, 45
(3)
pp. 405-417.
10.1080/19415257.2018.1465449.
|
|
Severiens, Sabine;
Daly, Caroline;
(2024)
‘We need to do more’: Preparing teachers for diverse classrooms in England.
Equity in Education & Society
10.1177/27526461241303173.
(In press).
|
|
Walters, S;
Heilbronn, R;
Daly, C;
(2018)
Ethics education in initial teacher education: pre-service provision in England.
Professional Development in Education
, 44
(3)
pp. 385-396.
10.1080/19415257.2017.1318773.
|
Book chapter
|
Daly, C;
Hardman, M;
Taylor, R;
(2022)
The Early Career Framework pilots: lessons learned.
In: Ovenden-Hope, T, (ed.)
The Early Career Framework: origins, outcomes and opportunities.
John Catt Educational Ltd
(In press).
|
|
|
Daly, C;
Taylor, L;
(2020)
Teacher Research in English classrooms: questions that are worth asking?
In: Daly, C and Davison, J, (eds.)
Debates in English teaching.
(pp. 145-157).
Routledge: London, UK.
|
|
Daly, Caroline;
(2023)
The National Institute of Teaching and the Claim for Programme Legitimacy.
In: Ellis, Viv, (ed.)
Teacher Education in Crisis:The State, The Market and the Universities in England.
(pp. 149-162).
Bloomsbury Publishing: London, UK.
|
|
Daly, Caroline;
Brooks, Clare;
(2022)
Developing further as a teacher.
In: Capel, S and Leask, M and Younie, S and Hidson, L and Lawrence, J, (eds.)
Learning to Teach in the Secondary School. A Companion to School Experience.
(pp. 506-517).
Routledge: London, UK.
|
|
Daly, Caroline;
Milton, Emmajane;
Langdon, Frances;
(2022)
How do ecological perspectives help understand schools as sites for teacher learning?
In: Swaffield, Sue and Poekert, Phil, (eds.)
Leadership for Professional Learning: Perspectives, Constructs and Connections.
Routledge: London, UK.
|
|
Daly, C;
Brooks, C;
(2019)
Developing as a professional.
In: Capel, S and Leask, M and Younie, S, (eds.)
Learning to Teach in the Secondary School: A Companion to School Experience.
(pp. 527-540).
Routledge: Abingdon, UK.
(In press).
|
|
Daly, C;
Pachler, N;
Pelletier, C;
(2009)
Continuing Professional Development in ICT for teachers.
In:
UNSPECIFIED
BECTA: Coventry.
|
|
|
Mor, Yishay;
Mellar, Harvey;
Pachler, Norbert;
Daly, Caroline;
(2011)
Formative E-Assessment: Case Stories, Design Patterns and Future Scenarios.
In: Kohls, Christian and Wedekind, Joachim, (eds.)
Investigations of E-Learning Patterns: Context Factors, Problems and Solutions.
(pp. 199-219).
IGI Global Scientific Publishing: Hershey, PA, USA.
|
|
Palombo, Maria;
Daly, Caroline;
(2022)
Educative mentoring: A key to professional learning for geography teachers and mentors.
In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.)
Mentoring Geography Teachers in the Secondary School. A Practical Guide.
(pp. 208-223).
Routledge: London, UK.
|
|
Yandell, John;
(2020)
English and difference.
In: Davison, Jon and Daly, Caroline, (eds.)
Debates in English Teaching.
(pp. 21-34).
Routledge: Abingdon, UK.
|
Report
|
Daly, C;
Greer, J;
(2019)
A second companion paper to DfE advice on addressing teacher workload. Professionally acceptable workload: learning to act differently towards effective
change.
(Promoting Quality in Teacher Education
).
UCET (Universites' Council for the Education Teachers): London, UK.
|
|
Daly, C;
Greer, J;
(2019)
A companion to DfE Advice to ITE providers (November 2018) Addressing teacher workload in Initial Teacher Education.
(Promoting Quality in Teacher Education
).
Universities' Council for the Education of Teachers: London, UK.
|
|
Daly, C;
Pachler, N;
Pelletier, C;
(2009)
Continuing Professional Development in ICT for Teachers: A literature review.
BECTA: London.
|
|
|
Daly, C;
Pachler, N;
Pickering, J;
Bezemer, J;
(2006)
Project Report: A study of e-learners' experiences in mixed-mode professional degree programme, the Masters of Teaching.
Institute of Education, University of London: London, UK.
|
|
Engeli, A;
Daly, C;
Cherry, D;
(2018)
A review of the design and assessment model of the Skills Challenge Certificate, and its place within the Welsh Baccalaureate.
Wavehill/Qualifications Wales: Wales, UK.
|
|
Hardman, M;
Taylor, B;
Daly, C;
Glegg, P;
Stiasny, B;
Pillinger, C;
Gandolfi, H;
(2020)
Early Career Teacher Support - Pilot Report, EEF Evaluation.
UCL Institute of Education: London, UK.
|
|
|
Langdon, F;
Daly, C;
Milton, E;
Jones, K;
Palmer, M;
(2019)
Principled induction and mentoring of new teachers.
(International Teacher CPD Report
, pp. pp. 107-111
).
Chartered College of Teaching: London, UK.
|
|
Pachler, N;
Daly, C;
Mellar, H;
Mor, Y;
WiIliam, D;
Laurillard, D;
(2013)
Scoping a Vision for Formative E-Assessment (FEASST).
(IOE Research Briefings
26
).
Institute of Education, University of London: London, UK.
|
|
Working / discussion paper
|
Daly, Caroline;
Hardman, Mark;
Taylor, Becky;
Riordan, Sal;
Pillinger, Claire;
(2024)
How do we prepare the teaching workforce that we need?
(UCL Centre for Teachers and Teaching Research Briefing Paper
1).
UCL Centre for Teachers and Teaching Research: London, UK.
|
|
|
Daly, C;
Gandolfi, H;
Pillinger, C;
Glegg, P;
Hardman, MA;
Stiasny, B;
Taylor, B;
(2021)
The Early Career Framework – A Guide for Mentors and Early Career Teachers.
(Guidance Paper from the Centre for Teachers & Teaching Research
).
Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK.
|
|
|
Hardman, MA;
Daly, C;
Gandolfi, H;
Glegg, P;
Pillinger, C;
Stiasny, B;
Taylor, B;
(2021)
The Early Career Framework – A Guide for School Leaders and Induction Leads.
(Guidance Paper from the Centre for Teachers & Teaching Research
).
Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK.
|
|
Taylor, B;
Daly, C;
Gandolfi, H;
Glegg, P;
Hardman, MA;
Pillinger, C;
Stiasny, B;
(2021)
The Early Career Framework – A Guide for Implementation.
(Guidance Paper from the Centre for Teachers & Teaching Research
).
Centre for Teachers and Teaching Research, UCL Institute of Education: London, UK.
|
Conference item
|
Daly, C;
(2019)
Learning partners in educative mentoring: principles and practice.
Presented at: Primary Partnership Development Conference, London, UK.
|
|
|
Daly, C;
(2019)
The best of intentions? Reducing workload in initial teacher education.
Presented at: National Primary Teacher Education Council Annual Conference 2019, Nottingham, UK.
|
|
|
Daly, C;
(2019)
Research impact and academic life: the difference we want to make.
Presented at: University of South Wales Teaching and Research Conference 2019, Newport, Australia.
|
|
|
Greer, J;
Daly, C;
(2019)
Professionally Acceptable Workload: Changing our habitus.
Presented at: 2019 UCET Annual Conference, Stratford-upon-Avon, UK.
|
|
Poster
|
Daly, C;
(2016)
Induction and mentoring practices for new school teachers. Supporting capacity-building in education systems in small nations.
Presented at: UCL Celebrating Global Engagement event, London, UK.
|
|
Digital scholarly resource
|
Daly, Caroline;
Hardman, Mark;
Taylor, Becky;
Hollis, Emma;
Ford, Keith;
Garton, Patrick;
Anderson, Jo;
(2025)
Priorities for change in Initial Teacher Education and Training (ITET).
[Digital scholarly resource].
https://www.nasbtt.org.uk/initial-teacher-educatio...
|
|
|
Daly, Caroline;
Hardman, Mark;
Taylor, Becky;
Pillinger, Claire;
(2024)
Broadcast from the Centre for Teachers and Teaching Research: June 2024.
[Digital scholarly resource].
https://www.ucl.ac.uk/ioe/departments-and-centres/...
|
|
Other
|
Pachler, N;
Mellar, H;
Daly, C;
Mor, Y;
Wiliam, D;
(2009)
Scoping a vision for formative e-assessment: a project report for JISC.
WLE Centre and JISC, London.
|
