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Volume 3 Number 1 2017

meshguides Newsletter Mapping Educational Specialist knowHow

WELCOME TO MESH
MESH, the Mapping Educational Specialist knowHow
initiative, is a worldwide network of educators freely sharing
and building professional knowledge.
MESHGuides synthesise and make accessible the evidence
base for educational practice from across the world so that
teachers at all levels can keep up to date easily. Applying the
MESHGuides in the classroom may help you demonstrate
that you meet the required standards for teaching.
Teacher Education Knowledge Mobilisation Summit:
For researchers, good practice in research writing includes UNESCO Education 2030, Thursday April 21, 2016
communicating findings to potential users. Please send any
constructive comments to enquiries@meshguides.org
#DMU Engage music project
when you use individual MESHGuides so we can improve
them. to develop MESHGuide
Dr. Sarah Younie and colleagues from
MESH is managed by Founder Members and developed by De Montfort University, UK have been
volunteers committed to the free exchange of knowledge awarded a #DMU Engage grant of 2000
for the benefit of all. for a project entitled Enhancing Access to
Music. The project will work with teachers
to develop CPD in the area of sound-based
music, from which the team will then
develop MESHGuides.

MESHGuide authors
In this issue awarded 10,000
lottery funding to
New Dyslexia MESHGuides published - for student
teachers, teacher educators and teachers in schools and further MESH work
universities.
The creation of a MESHGuide can generate a number of
Lottery funding awarded to MESHGuide authors -
different projects and opportunities to further research and
BATOD Foundation awarded further funds to progress
synthesise collective knowledge. The EAL MESHGuide (www.
their MESHGuide work.
meshguides.org/guides/node/112) and the Acoustic
Global Summit - Report on the launch of the Teacher Accessibility MESHGuide (www.meshguides.org/guides/
Education Knowledge Mobilisation Summit for the node/138) are two such examples of a multi-disciplinarian
UNESCO Education 2030 Framework for Action. approach.
Additional MESHGuides launched - Further
In 2015, the BATOD Foundation wrote and published their first
MESHGuides added to the collection of guides.
MESHGuide to support a wider audience in understanding
how acoustics work with a classroom and strategies to support
MESH Connects educators practitioners.
with summaries and The BATOD Foundation won UK Lottery Funding and have
sources of educational been running workshops for Teachers of the Deaf to pool their
research. knowledge about teaching hearing impaired children in order
to produce MESHGuides relevant to deaf education.

Developing tools, communities and collaborations to encourage research and synthesis of educational research in order to develop teaching as an evidence-based profession
NEW GUIDES

NEW meshguides LAUNCHED


MESHGuide Spotlight : www.meshguides.org/dyslexia
Dyslexia MESHGuide Ten percent (10%) of the population are dyslexic; 4%
severely so. Dyslexia is identified as a disability as
We are increasing the range of MESHGuides. Last year, defined in the Equality Act 2010. Many of the dyslexic
we highlighted some useful guides for NQTs people across the UK, whether adults or children, are
(www.scribd.com/doc/301215329/Vol-2-No-1-2015-16- unable to fulfil their potential as a large percentage of
Student-teacher-and-NQT-Newsletter). the population still do not understand what dyslexia is,
The Acoustics and EAL MESHGuides are two examples the difficulties which the condition presents and do not
where researchers and academics have collaborated know how best to support them.
to co-write a MESHGuide. This is embedded within the
philosophy of MESH; theory alongside the practice in As this MESHGuide develops so will the evidence
the classroom, from bench to bedside. and advice on the best way of support children who
struggle with classroom life due to their difficulties.
The Dyslexia MESHGuide is no exception. This new
guide is written by Dr Kate Saunders, CEO of the British
Dyslexia Association with contributions from Emeritus
Professor Angela Fawcett, a leading international
researcher into dyslexia.

Further MESHGuides to explore


Acoustic Accessibility to Raymonde Sneddon, retired Teaching as a Clinically Based
Underwood, A.; Turner, R., Whyte, S., previously Univ. of East London. Profession MESHGuide. University
and Rosenberg, J. (2015) Acoustic of Melbourne, Australia.
Accessibility MESHGuide BATOD English as an Additional
Foundation Language (EAL) FE & Vocational
Assessment
Flynn, N., Pim, C. and Coles, S. (2015) Education
Teaching and learning for pupils Crawley, J. (2015) Pedagogy
Knowles, C. (2016) Achievement with English as an Additional in Further Education and
for All 3As MESHGuide. London: Language MESHGuide. University Vocational Teacher Education.
Achievement for All 3 As charity of Reading, UK and Hampshire MESHGuide. Bath Spa University, UK
Local Authority ETMAS team.
Procter, R. (2013) Assessment for
Learning MESHGuide. University of Entrepreneurialism Grammar
Bedfordshire, UK Eames, K. (due 2017) Teaching
Blamires, M. (UK) with colleagues Grammar in the English
from Kenya, Andre Mostert
Curriculum (South Africa) and Nigeria (2016)
language. Bath Spa University, UK
Bhatti, A.J. (2017) Curriculum Entrepreneurialism Education
Alignment MESHGuide. MESHGuide. RIPPLE consultancy, ICT/Computing
International Islamic University in previously Canterbury Christ Keuchel, T. and Beaudry, J. (2015)
Islamabad Church University. Visual Literacy MESHGuide. Senior
Mirandanet Fellow, NAACE Fellow,
Diversity Evidence-based practice UK; Assistant Professor, Educational
Diversity materials from UK TDA McLean Davies, L., Kriewaldt, J., Rice, Leadership, University of Southern
funded Multiverse to be added S., Reid, C., Dulfer, N., Angelico, T., Maine, USA
when funding permits with thanks Redman, C., Acquaro, D. (2016)
Literacy la Velle, L. (2014) Science: Research Methods
Coutts, A. (2015) Community Numeracy in 16-17 year olds in Patterson, E. (2016) Research
empowerment through the UK MESHGuide. Plymouth Methods 1: How to get started on
enhanced literacy. University, UK a Literature Review MESHGuide.
Masifundisane (Zulu: teach University of Winchester
one; teach all, or teach each SEN/Additional Needs
other.A project implemented in Blamires, M. and others (2014) Patterson, E. (2016) Research
KwaZulu-Natal, South Africa. Special Educational Needs Methods 2: Developing your
MESHGuide. Deputy Rector and Disability: Enabling Pupil Research Design MESHGuide.
(retired), Edgewood Training Participation MESHGuide. RIDDLE University of Winchester
College, Durban area, SA consultancy, previously Canterbury
Christ Church University Patterson, E. (2016) Research
Mathematics Methods 3: Considering Ethics
De Geest, E. (2013) Mathematics: Spelling in your research MESHGuide.
Reading and Writing Harrison, C. and Brookes, G. (2014) University of Winchester
Mathematics MESH Guide. Open Spelling in English MESHGuide.
University, UK Universities of Nottingham and Writing
Sheffield, UK Gardner, P. (2013) English writing:
Lee, C. (2013) Mathematics: Reluctant writers MESHGuide.
Assessment for learning: the
four operations MESHGuide.
Social Mobility University of Bedfordshire, UK
OMeara, J. (2014) Unesco: Learning
Open University, UK
to live together MESHGuide. Accessing the MESHGuides
National Louis University, Chicago,
Mobile Technology USA.
Burden, K. and Younie, S. (2014)
Using iPads effectively to enhance
learning in schools MESHGuide. Student Welfare
University of Hull and De Montfort Farooq, M. S. (in press) Primary
University, UK School dropout - causes and
solutions MESHGuide. University of
the Punjab, Pakistan
Neuroscience To access any of the MESHGuides or
Howard-Jones P. and Leask, M. to submit a proposal to create your
Jindal-Snape, D. (due 2017)
(2013) Neuromyths MESHGuide.
Educational Transitions own MESHGuide visit
Bristol University, UK and University
MESHGuide. University of Dundee, http://www.meshguides.
of Bedfordshire, UK
UK org/mesh-guides. Click on the
different interactive cells to display
Pedagogy Levine, D. (due 2017) Attachment further information.
Jones, S. (2015) Pedagogic Shift. Theory MESHGuide. University of
University of Hull, UK Warwick, UK

Physical Education MESHGuide writers and sponsorship needed


Newton, A. and Bowler, M. (due
2017) Assessment in Physical Do you have research you would like to share with
Education MESHGuide. University
of Bedfordshire, UK
a wider audience? MESH is being built progressively
through the collective effort of networks of educators
Reading based in schools, colleges, universities and other
Kurcikova, N.(2015) Use of digital
organisations, working in specialist groups using different
books with early years and
primary school-aged children tools. Why not encourage colleagues to join the collective
MESHGuide. Open University, UK effort? Find out more by visiting:
Science www.meshguides.org/get-involved/
Howe, A.(2015) Assessment
in Primary Science. Bath Spa
University, UK
EDITORIAL
The power of professionals mobilising knowledge continues to grow since
our last newsletter. A governmental white paper as well as a DfE Standard Jon Audain
for teachers professional development providing a description of effective
practice in professional development for teachers have both been released MESH Newsletter Editor
University of Winchester, UK
highlighting teaching as an evidence-based profession. This has been firmly
echoed alongside the establishment of the Chartered College of Teaching. Jon.Audain@winchester.ac.uk

We see the use of MESHGuides as a tool to support this mission in The mission of MESH seeks to bridge
developing the teaching profession and bring both the academic and this gap making research easy to
practical together to improve teacher knowledge around education. understand how it applies to the
classroom for the busy teacher. MESH
Practitioners expand their knowledge by working with other professionals is the Mapping Educational Specialist
and researchers to improve practice by considering areas of education knowHow initiative.
previously unexplored. The use of EAL (Flynn, N., Pim, C. and Coles, S., 2015);
Research Methods for the practitioner (Patterson, E., 2016) and The use
of digital books with early years and primary school-aged children
Kurcikova, N.(2015) are just three examples.

The goal is to provide online quality


assured resources for educators
which keep them up-to-date with
the latest research and which provide
evidence for educators to underpin
their professional judgement
(evidence informed practice =
research/evidence + professional
judgement).
Developing the teaching profession
as an evidence-based and informed
profession has never been so needed.
If you are interested in getting
Representatives from the MESH team have returned from presenting at the involved then please get in touch
London ResearchEd conference which provided a space for practitioners either through email
to engage in discussions about the use of research in schools and widely (enquiries@meshguides.org)
as a profession. As the momentum continues to evolve surrounding the or through the MESH website
understanding of MESH; more and more teachers are engaging in the MESH www.meshguides.org/get-
initiative. This consists of easy to understand practitioner-focused digests involved).
of academic educational theory and practical knowledge relating the
classroom in order to produce the MESHGuides.

Research papers are written as a form of conversation between researchers.


MESHGuides are a form of Translational Research (TR), translating theory
to practice. MESH proposes a marginal gains strategy with researchers
publishing research summaries using resources already in the system.
TEACHER EDUCATION KNOWLEDGE MOBILISATION SUMMIT

Keynote delivered by Gary Brace (UNESCO UK National Commission) with Moira Nash (UNESCO
UN National Commission) and Professor Kay Livingston, (Glasgow University) introducing the
UNESCO Education 2030 Framework for Action
The first Teacher Education mobilisation, and evidence Key documents for this event
Knowledge Mobilisation Summit informed practice as providing
was held in April 2016 and major challenges to education UNESCO (2015)
brought together international systems. Education 2030
representatives, organisations and Framework for
individuals to specifically consider Everyone in attendance was asked Action
how teacher education could be to play an active role in the free
supported globally by low cost exchange of ideas and knowledge.
Click to access
digital tools and infrastructure
to help achieve the goals in The day began with a Challenges
the UNESCO Education 2030 Panel to set the scene for the OECD (2016)
Framework for Action. forthcoming talks. Speakers from Teaching Excellence
UNESCO, OECD, ASEAN, Pakistan through Professional
UNESCO, the OECD and national and the UK presented perspectives Learning and Policy
governments have repeatedly on the provision of high quality up- Reform: Lessons
identified teacher quality, to-date lifelong teacher education. from around the
teacher education, knowledge world

Click to access

The International
Task Force on
Education on
Teachers for
Education 2030

Click to access

Full reports are available on


the MESHGuide website
www.meshguides.org/news
Models were also discussed that The summit was sponsored by Goal (SDG) 4 Summit brought
would be useful for charities The Association for IT in Teacher together educators, policy
and governments investing in Education (www.itte.org.uk) and makers, professional associations
education to assess the value of supported by the international and stakeholders. They worked
intellectual capital developed from organisation and community actively to share knowledge and
investment in that area. MirandaNet (www.mirandanet. critique processes, strategies and
ac.uk). tools, supported by translational
With the challenges outlined as a research models for education,
basis for the discussion, a solutions The next summit is organised and which address global challenges
panel and workshop was then focused on bringing together within education.
formed. knowledge about strategies, tools
and processes which support a The event took place on Thursday
Each discussion panel explored self-improving profession and 4 May 2017 National Liberal Club,
ways forward on strategies for improving teacher retention and Whitehall Place, London SW1A 2HE
keeping teachers up-to-date: quality. The implementation of the UK, followed by an afternoon tea at
mobilising, updating, quality marginal gains strategy outlined The House of Lords, hosted by
assuring and financing evidence- in the report from the first Summit Lord Jim Knight (previously
informed knowledge for teaching. provides one key focus. Minister for Schools, Patron of ITTE,
the Association for IT in Teacher
This summit forms the first of a The 2nd Global Teacher Education).
series of discussions focused on Education Knowledge
pro-actively finding solutions to Mobilisation Summit: Full reports are available on the
these challenges. supporting UNESCOs MESHGuide website
Sustainable Development www.meshguides.org/news
LAUNCH OF EUROPEAN MONEY WEEK - BRUSSELS 27th MARCH 2017
Entrepreneurial MESHGuide author, incomes may come in irregularly. He this knowledge although central to
Mike Blamires, reports on the use of envisions solutions that will transform this entrepreneurship may not be sufficiently
European Money Week... experience in a similar manner to social developed amongst individual
media being transformed by SMART entrepreneurs. Many people involved in
European Money Week is an initiative
phones. entrepreneurship are keenly aware of this
of the European Banking Federation to
gap in their skill set.
highlight the importance of education
Josina Kamerling of the Chartered
for financial literacy. A wide range of
Financial Analyst Institute, stressed the Caroline Jenner of JA-Europe stressed
speakers from relevant projects and
importance of transparency and trust that Financial Literacy needs to locate
organisations attended this event to help
in relation to financial transactions. In ways in which it can be embedded
launch the week.
some schools there appeared to be a within the curriculum. There is a need
The event is a reminder that education reluctance to teach about money and for assessment methods to be relevant
has a responsibility to ensure that future finance. This may be related to social and sympathetic to the aims of financial
citizens have the necessary financial taboos about money that need to be literacy. Learners should have the
capability to make sensible decisions in identified and challenged. experience of financial success.
relation to the financial demands that can
occur during a lifetime. Sladjana Sredociv of the European Domonique de Crayencour of the
Bank Training Network stressed the European Micro Finance Network
The keynote presentation by Annamarie
importance of well trained staff in banks described how the use of micro finance
Lusardi of the Global Financial Literacy
who could communicate the range of was not just about small loans and was
Excellence Centre in Washington in the
relevant products so that customers an important initiative for social and
United States stated that the evidence
could be enabled to make informed financial inclusion. Some countries still
demonstrated that Financial Literacy is
decisions. He suggested that there could did not have the necessary legislation to
often taken for granted and in reality can
be useful synergies with EBTN in sharing facilitate Micro Finance as this function
be very limited and needs to be explicitly
initiatives with education. has been limited to banks. Financial
taught. This includes a variety of factors
Education is central to the successful
that have been included in survey tools
Consuelo Capri of the European Central operation of Micro Finance.
which indicate that half of population
Bank noted that demand for the Euro
can answer half of the questions posed in
had quadrupled since 2012 was a Commentary
these surveys. Lusardi stressed awareness Financial awareness and competence
useful indicator of trust in the Euro as a
of financial risk and risk diversification could be argued to be a key entitlement
currency. She outlined the Banks strategy
as an ameliorating strategy as being of for future citizens and therefore it should
for increasing the awareness of the
central importance amongst of these be included within the school curriculum.
launch of the new 50 note that included
factors. These are not well understood, The teaching of entrepreneurship has
a licenced version of the Tetris game with
especially amongst groups vulnerable had a high profile recently as a means
a competition.
to social and financial exclusion. She of wealth creation. However, this relies
posited the idea of something akin to on financial literacy and it is suggested
Michaele Koller of Insurance Europe
Driving Licence for financial capability as that financial literacy by its definition
referred to the findings of their recent
a means of improving financial literacy. should be demonstrated by financial
report: Financial Education in the Digital
Age. The report cites a study1 of over success. Thus entrepreneurship provides
Andreas Hansen of Red Associates opportunities to learn and apply financial
600 students in Malaysian universities to
in Copenhagen has built upon his knowledge. Mention has been made to
make the case that it is not enough just
companys social science research for a Drivers licence for financial capability
to increase awareness of the importance
LEGO on childrens relationships with but one cannot learn to drive a car if
of financial literacy, there needs to be
play in order to now consider peoples you do not have access to car of some
consequent behavioural change. She
relationships with money. This involves means of fuelling the car. Micro finance
stressed that technology can provide
research conducted with 32 families initiatives could provide the sympathetic
many useful tools to facilitate this process
and their formal and informal financial and relevant assessments required for
many of these can be found in the report
advisors. He wants to know how to make the development of financial capability
which features practice from a variety of
financial interactions for people in a and entrepreneurial mind sets. Rather
European schools.
digital age through the co-production of than the creation of another standalone
finance between lenders and customers. qualification for Financial Capability,
The report recognises the need for
He makes a distinction between Fast and existing qualifications that recognise a
national strategies to achieve the high
Slow money transactions. Fast Money learners readiness to participate at some
levels of financial literacy that functions
is the everyday use of money that has degree within society need to explicitly
to enhance daily life. To achieve this, this
been made easier by technology whilst consider how they address and recognise
needs to start at an early age and be
Slow Money is concerned with its longer the different components of Financial
built into the curriculum. This echoes the
term use in life insurance, loans and Literacy that society requires.
OECD Principles for Education in Financial
mortgages and similar products. Fast
Money transactions can be relatively
Capability. Mike Blamires
i Insurance Europe (2017) Financial Education in the Digital
unproblematic (That is if you have the Age Insurance Europe Brussels
Arnaldo Abruzzini of EuroChambers
money to start with.) but transactions
representing the European Chambers of ii OECD/OCDE (2005) Recommendation on Principles and
with Slow Money can be erratic and Good Practices for Financial Education and Awareness
Commerce stressed the time sensitive OECD /OCDE Paris http://www.oecd.org/finance/financial-
problematic especially in an era when
nature of financial literacy and that education/35108560.pdf
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