University of Sunderland

Teaching Styles, Motivation & Comparative Education

Substantial development in the international comparative study of school pupil motivation and its relation to pedagogy has been continued by Hufton and Elliott (at Sunderland until 2003). The first phase of this research, with colleagues at Morehead University in Kentucky and the Hertzen Pedagogical University, St Petersburg has generated articles in internationally refereed journals and a book published by Palgrave/Macmillan. The second phase, with colleagues from Brown University and UCLA,USA, has produced a US publication by Jossey Bass. Work is in progress analysing second phase, UK, USA and RF, empirical data, with the support of the US W. T. Grant Foundation. Findings from this research have also been disseminated to: national policy makers at a Qualifications and Curriculum Authority seminar (2002); the British Psychological Society Conference (2002); national and local LEA conferences (2003) and an Open University publication (2004).  In addition, Hufton has continued his philosophical inquiry into the nature and acquisition of practical knowledge of teaching (British Educational Research Journal, 2001, 27(1)).

Wilson's research has built on this comparative work and has explored international comparisons of the teaching of mathematics in primary classrooms. In particular she has developed understanding of 'lesson shape' and 'lesson structure' in Primary Mathematics in the North East of England and St Petersburg, Russia, examining common features and characteristic routines in the lessons. (British Educational Research Journal 2001 27:1). She and colleagues, have developed this work to look comparatively at teacher/pupil interactions in the North East of England and St Petersburg, (British Educational Research Journal 2006, 32:3). The research explores the patterns of interaction, the number and duration of interactions and the nature of dialogue in both locations, revealing the tension between interaction and cognitive pace and between collective involvement and response to individual needs. Further work explores the different approaches to areas of mathematical content in the two settings.

Another important focus on 'teaching style' and its impact on pupils' learning is in relation to Davies' work on ability grouping practices. Whilst publishing with senior researchers (Hallam and Ireson), she has also developed her own work around the constraints and possibilities of managing ability groupings and the potential consequences for pupils (2003 Research Papers 18:1). In addition Davies together with Elliott and Gregson undertook a DfES evaluation of the Partners for Study.