Every child should have one: what it means to be a learning guide

Journal article

Bullock, K. and Wikeley, F. 2008. Every child should have one: what it means to be a learning guide. Improving Schools. 11 (1), pp. 49-60. https://doi.org/10.1177/1365480207086753
AuthorsBullock, K. and Wikeley, F.
KeywordsEducational relationships, improving learning, learning guide, personal tutor
Year2008
JournalImproving Schools
Journal citation11 (1), pp. 49-60
PublisherSAGE
ISSN1365-4802
Digital Object Identifier (DOI)https://doi.org/10.1177/1365480207086753
Publication dates
Print2008
Publication process dates
Deposited28 Feb 2011
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/84ywy/every-child-should-have-one-what-it-means-to-be-a-learning-guide

  • 46
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Teacher appraisal observed
Wragg, E., Wikeley, F., Wragg, C. and Haynes, G. 1996. Teacher appraisal observed. Routledge.
Parenting, caring and educating
Muschamp, Y., Wikeley, F., Ridge, T. and Balarin, M. 2009. Parenting, caring and educating. in: Alexander, R. (ed.) The Cambridge Primary Review Research Surveys London Routledge.
Ethnography and children: exposing the borders informing children’s social actions in Indian educational settings
Wikeley, F. and Chawla-Duggan, R. 2010. Ethnography and children: exposing the borders informing children’s social actions in Indian educational settings.
Is play re-conceptualised when it crosses cultural boundaries?
Wikeley, F., Konantambigi, R., Pui Wah, G. and Chawla-Duggan, R. 2010. Is play re-conceptualised when it crosses cultural boundaries?
The potential of non-formal and informal methodologies in curriculum reform
Barber, T., Wikeley, F. and Schousboe, I. 2010. The potential of non-formal and informal methodologies in curriculum reform.
A contextual perspective: fitting school round the needs of students
Jamieson, I. and Wikeley, F. 2001. A contextual perspective: fitting school round the needs of students. in: Harris, A. and Bennett, N. (ed.) School Effectiveness and School Impovement: Perspectives on an elusive partnership London Continuum. pp. 161-176
Raising boys' achievement at Key Stage Three in Bath and North Somerset schools
Wikeley, F. 2007. Raising boys' achievement at Key Stage Three in Bath and North Somerset schools.
Dissemination of research: A tool for school improvement
Wikeley, F. 1998. Dissemination of research: A tool for school improvement. School Leadership & Management. 18 (1), pp. 59-73. https://doi.org/10.1080/13632439869772
Personal learning planning: strategies for pupil learning
Bullock, K. and Wikeley, F. 2001. Personal learning planning: strategies for pupil learning. Forum. 43 (2), pp. 67-69. https://doi.org/10.2304/forum.2001.43.2.8
Whose evidence? Tensions within the role of the teacher researcher
Muschamp, Y. and Wikeley, F. 2002. Whose evidence? Tensions within the role of the teacher researcher.
Pedagogy of 'virtual groups': supporting doctoral students at a distance
Muschamp, Y. and Wikeley, F. 2002. Pedagogy of 'virtual groups': supporting doctoral students at a distance.
Pedagogical implications of working with doctoral students at a distance
Wikeley, F. and Muschamp, Y. 2002. Pedagogical implications of working with doctoral students at a distance.
Effective school improvement: English case studies
Wikeley, F., Stoll, L. and Lodge, C. 2002. Effective school improvement: English case studies. Educational Research and Evaluation. 8 (4), pp. 363-385.
Developing a common model? Comparing effective school improvement across European countries
Stoll, L., Wikeley, F. and Reezigt, G. 2002. Developing a common model? Comparing effective school improvement across European countries. Educational Research and Evaluation. 8 (4), pp. 455-475.
Personal learning planning: can tutoring improve pupils' learning?
Bullock, K. and Wikeley, F. 2003. Personal learning planning: can tutoring improve pupils' learning? Pastoral Care in Education. 21 (1), pp. 18-25.
Using research as a process of reflection
Wikeley, F. and Bullock, K. 2003. Using research as a process of reflection.
Parental involvement in a time of transition: experiencing educational reform 'It's not bad'
Wikeley, F. 2003. Parental involvement in a time of transition: experiencing educational reform 'It's not bad'.
Whose learning? The role of the personal tutor
Bullock, K. and Wikeley, F. 2004. Whose learning? The role of the personal tutor. Maidenhead, UK Open University Press.
Pedagogical implications of working with doctoral students at a distance
Wikeley, F. and Muschamp, Y. 2004. Pedagogical implications of working with doctoral students at a distance. Distance Education. 25 (1), pp. 125-142. https://doi.org/10.1080/0158791042000212495
Evaluating effective school improvement: case studies of programmes in eight European countries and their contribution to the effective school improvement model
Wikeley, F., Stoll, L., Murillo, J. and Jong, R. 2005. Evaluating effective school improvement: case studies of programmes in eight European countries and their contribution to the effective school improvement model. School Effectiveness and School Improvement. 16 (4), pp. 387-405. https://doi.org/10.1080/09243450500234617
Learning out of school: an exploration of poverty and children's educational relationships
Muschamp, Y., Bullock, K., Ridge, T. and Wikeley, F. 2006. Learning out of school: an exploration of poverty and children's educational relationships.
Educational relationships and their impact on poverty
Wikeley, F., Bullock, K., Muschamp, Y. and Ridge, T. 2006. Educational relationships and their impact on poverty.
Coaching as an educational relationship
Wikeley, F. and Bullock, K. 2006. Coaching as an educational relationship. in: Jones, R. (ed.) Sports Coach as Educator London Routledge. pp. 14-24
Parenting, caring and educating
Muschamp, Y., Wikeley, F., Balarin, M. and Ridge, T. 2007. Parenting, caring and educating. Cambridge University of Cambridge Faculty of Education.
Educational relationships outside school: why access is important
Wikeley, F., Bullock, K., Muschamp, Y. and Ridge, T. 2007. Educational relationships outside school: why access is important. York Joseph Rowntree Foundation.
Educational relationships and the concept of authority
Wikeley, F., Muschamp, Y., Bullock, K. and Ridge, T. 2007. Educational relationships and the concept of authority.
Educative partnerships in out-of-school-time activities: Implications for sustainable learning.
Bullock, K. and Wikeley, F. 2008. Educative partnerships in out-of-school-time activities: Implications for sustainable learning.
Creative partnerships for school improvement
Wikeley, F. and Metcalfe, E. 2008. Creative partnerships for school improvement.
How to personalise learning: the importance of relationships
Wikeley, F. and Bullock, K. 2008. How to personalise learning: the importance of relationships.
'Nothing to do': the impact of poverty on pupils' learning identities within out-of-school activities
Muschamp, Y., Bullock, K., Ridge, T. and Wikeley, F. 2009. 'Nothing to do': the impact of poverty on pupils' learning identities within out-of-school activities. British Educational Research Journal. 35 (2), pp. 305-321. https://doi.org/10.1080/01411920802044362
Educational relationships in out-of-school-time activities: are children in poverty missing out again?
Bullock, K., Muschamp, Y., Ridge, T. and Wikeley, F. 2010. Educational relationships in out-of-school-time activities: are children in poverty missing out again? Education, Citizenship and Social Justice. 5 (2), pp. 103-116. https://doi.org/10.1177/1746197910370728
Educational relationships and their impact on poverty
Wikeley, F., Bullock, K., Muschamp, Y. and Ridge, T. 2009. Educational relationships and their impact on poverty. International Journal of Inclusive Education. 13 (4), pp. 377-393. https://doi.org/10.1080/13603110802141045
Parents and their children's schools
Hughes, M., Wikeley, F. and Nash, T. 1994. Parents and their children's schools. Oxford, UK Blackwell.