The Table of Contents also contains short biographical profiles of the contributors to this issue of The Bridge.
Table of Contents
Adam Burns 1-3
Capturing Effective Classroom Practices: An Exploration of the Potential of the TRU Math Framework
Fay Baldry 4-23
Fay has taught mathematics for over 15 years in a number of 11-18 secondary schools, undertaking a variety of roles including Head of Department and whole school responsibilities. In 2011 she joined the University of Warwick, where she taught on the Secondary Mathematics PGCE course and the MSc in Mathematics Education course amongst others. Fay joined the School of Education at the University of Leicester as a lecturer in September 2013. Her roles within ITE include the Academic Lead for the SCITT (PGCE) programme, where she works in partnership with four school based providers to develop and deliver ITE courses, and she is a postgraduate tutor on the mathematics strand of the secondary PGCE course.
Teacher perceptions on the impact of a recently implemented lesson observation structure
David Potts 24-46
David is currently a deputy principal with responsibility for teaching and learning, performance management, continuing professional development and school-to- school support at a large comprehensive state 11-18 school in the West Midlands, UK. Prior to this role the author held pastoral and curriculum middle and senior leadership positions in UK state comprehensive schools after holding main-scale teaching positions in Auckland, NZ and London. He is currently a Doctor of Education candidate at the University of Birmingham and is working towards the National Professional Qualification for Headteachers (NPQH) after having completed an MA (Education) at UWE, Bristol in 2012.
A preliminary investigation of the impact of the post-2008 earthquake situation on teachers’ wellbeing in Sichuan, China
Lei Bing Yin 47-65
Lei Bing Yin was awarded a PhD at School of Education, University of Leicester in 2014. She has an interest and experience in both quantitative and qualitative research methods in educational studies. Specific areas of interest include cultural education, traumatic stress, and crisis and disaster management in educational institutions.
A Case Study: Exploring the sociology of the food environment at Peartree Academy – Methodological considerations, ‘insider versus outsider’
Gurpinder Lalli 66-73
Gurpinder currently holds a lectureship, based in the Institute of Education at the University of Wolverhampton. He has recently submitted his PhD thesis at the University of Leicester. Gurpinder holds Qualified Teaching Status and has a background of teaching experience in the post-compulsory education sector. He has previously worked as a Visiting Lecturer at the Universities of Coventry, Worcester and De Montfort teaching Education, Sociology and Inclusion Studies. His research interests lie in the Sociology of Food and Education.
Try a Little Tenderness: The importance of relationships in international schools
Jonathan Young 74-79
Jonathan Young is in his fifth year of the Ed Doc Program with the University of Leicester. Originally from Canada, he has taught in Korea, Ukraine and Belgium during his 19 years in education. His research centres around the identities and aspirations of a cohort of young people attending an international school in Belgium. His other research interests include leadership and professional development of international school educators.
Carol Grbich, Qualitative Data Analysis: an Introduction. 2nd edition (2013)
Jalpa Ruparelia 80-83
You can download the Table of Contents here: Contents2015June