Volume 3 Number 1 2017
meshguides Newsletter
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.
For researchers, good practice in research writing includes
communicating findings to potential users. Please send any
constructive comments to enquiries@meshguides.org
when you use individual MESHGuides so we can improve
them.
MESH is managed by Founder Members and developed by
volunteers committed to the free exchange of knowledge
for the benefit of all.
In this issue
New Dyslexia MESHGuides published - for student
teachers, teacher educators and teachers in schools and
universities.
Lottery funding awarded to MESHGuide authors -
BATOD Foundation awarded further funds to progress
their MESHGuide work.
Global Summit - Report on the launch of the Teacher
Education Knowledge Mobilisation Summit for the
UNESCO Education 2030 Framework for Action.
Additional MESHGuides launched - Further
MESHGuides added to the collection of guides.
MESH Connects educators
with summaries and
sources of educational
research.
Developing tools, communities and collaborations to encourage research and synthesis of educational research in order to develop teaching as an evidence-based profession
Mapping Educational Specialist knowHow
Teacher Education Knowledge Mobilisation Summit:
UNESCO Education 2030, Thursday April 21, 2016
#DMU Engage music project
to develop MESHGuide
Dr. Sarah Younie and colleagues from
De Montfort University, UK have been
awarded a #DMU Engage grant of 2000
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
awarded 10,000
lottery funding to
further MESH work
The creation of a MESHGuide can generate a number of
different projects and opportunities to further research and
synthesise collective knowledge. The EAL MESHGuide (www.
meshguides.org/guides/node/112) and the Acoustic
Accessibility MESHGuide (www.meshguides.org/guides/
node/138) are two such examples of a multi-disciplinarian
approach.
In 2015, the BATOD Foundation wrote and published their first
MESHGuide to support a wider audience in understanding
how acoustics work with a classroom and strategies to support
practitioners.
The BATOD Foundation won UK Lottery Funding and have
been running workshops for Teachers of the Deaf to pool their
knowledge about teaching hearing impaired children in order
to produce MESHGuides relevant to deaf education.
NEW GUIDES

NEW meshguides LAUNCHED

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

Further MESHGuides to explore

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

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
The first Teacher Education
Knowledge Mobilisation Summit
was held in April 2016 and
brought together international
representatives, organisations and
individuals to specifically consider
how teacher education could be
supported globally by low cost
digital tools and infrastructure
to help achieve the goals in
the UNESCO Education 2030
Framework for Action.
UNESCO, the OECD and national
governments have repeatedly
identified teacher quality,
teacher education, knowledge
UNESCO Education 2030 Framework for Action
mobilisation, and evidence Key documents for this event
informed practice as providing
major challenges to education UNESCO (2015)
systems. Education 2030
Framework for
Everyone in attendance was asked Action
to play an active role in the free
exchange of ideas and knowledge.
Click to access
The day began with a Challenges
Panel to set the scene for the OECD (2016)
forthcoming talks. Speakers from Teaching Excellence
UNESCO, OECD, ASEAN, Pakistan through Professional
and the UK presented perspectives Learning and Policy
on the provision of high quality up- Reform: Lessons
to-date lifelong teacher education. from around the
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
would be useful for charities
and governments investing in
education to assess the value of
intellectual capital developed from
investment in that area.
With the challenges outlined as a
basis for the discussion, a solutions
panel and workshop was then
formed.
Each discussion panel explored
ways forward on strategies for
keeping teachers up-to-date:
mobilising, updating, quality
assuring and financing evidence-
informed knowledge for teaching.
This summit forms the first of a
series of discussions focused on
pro-actively finding solutions to
these challenges.
The summit was sponsored by
The Association for IT in Teacher
Education (www.itte.org.uk) and
supported by the international
organisation and community
MirandaNet (www.mirandanet.
ac.uk).
The next summit is organised and
focused on bringing together
knowledge about strategies, tools
and processes which support a
self-improving profession and
improving teacher retention and
quality. The implementation of the
marginal gains strategy outlined
in the report from the first Summit
provides one key focus.
The 2nd Global Teacher
Education Knowledge
Mobilisation Summit:
supporting UNESCOs
Sustainable Development
Goal (SDG) 4 Summit brought
together educators, policy
makers, professional associations
and stakeholders. They worked
actively to share knowledge and
critique processes, strategies and
tools, supported by translational
research models for education,
which address global challenges
within education.
The event took place on Thursday
4 May 2017 National Liberal Club,
Whitehall Place, London SW1A 2HE
UK, followed by an afternoon tea at
The House of Lords, hosted by
Lord Jim Knight (previously
Minister for Schools, Patron of ITTE,
the Association for IT in Teacher
Education).
Full reports are available on the
MESHGuide website
www.meshguides.org/news
 LAUNCH OF EUROPEAN MONEY WEEK - BRUSSELS 27th MARCH 2017
Entrepreneurial MESHGuide author,
Mike Blamires, reports on the use of
European Money Week...
European Money Week is an initiative
of the European Banking Federation to
highlight the importance of education
for financial literacy. A wide range of
speakers from relevant projects and
organisations attended this event to help
launch the week.
The event is a reminder that education
has a responsibility to ensure that future
citizens have the necessary financial
capability to make sensible decisions in
relation to the financial demands that can
occur during a lifetime.
The keynote presentation by Annamarie
Lusardi of the Global Financial Literacy
Excellence Centre in Washington in the
United States stated that the evidence
demonstrated that Financial Literacy is
often taken for granted and in reality can
be very limited and needs to be explicitly
taught. This includes a variety of factors
that have been included in survey tools
which indicate that half of population
can answer half of the questions posed in
these surveys. Lusardi stressed awareness
of financial risk and risk diversification
as an ameliorating strategy as being of
central importance amongst of these
factors. These are not well understood,
especially amongst groups vulnerable
to social and financial exclusion. She
posited the idea of something akin to
Driving Licence for financial capability as
a means of improving financial literacy.
Andreas Hansen of Red Associates
in Copenhagen has built upon his
companys social science research for
LEGO on childrens relationships with
play in order to now consider peoples
relationships with money. This involves
research conducted with 32 families
and their formal and informal financial
advisors. He wants to know how to make
financial interactions for people in a
digital age through the co-production of
finance between lenders and customers.
He makes a distinction between Fast and
Slow money transactions. Fast Money
is the everyday use of money that has
been made easier by technology whilst
Slow Money is concerned with its longer
term use in life insurance, loans and
mortgages and similar products. Fast
Money transactions can be relatively
unproblematic (That is if you have the
money to start with.) but transactions
with Slow Money can be erratic and
problematic especially in an era when
incomes may come in irregularly. He this knowledge although central to
envisions solutions that will transform this entrepreneurship may not be sufficiently
experience in a similar manner to social developed amongst individual
media being transformed by SMART entrepreneurs. Many people involved in
phones. entrepreneurship are keenly aware of this
gap in their skill set.
Josina Kamerling of the Chartered
Financial Analyst Institute, stressed the Caroline Jenner of JA-Europe stressed
importance of transparency and trust that Financial Literacy needs to locate
in relation to financial transactions. In ways in which it can be embedded
some schools there appeared to be a within the curriculum. There is a need
reluctance to teach about money and for assessment methods to be relevant
finance. This may be related to social and sympathetic to the aims of financial
taboos about money that need to be literacy. Learners should have the
identified and challenged. experience of financial success.
Sladjana Sredociv of the European Domonique de Crayencour of the
Bank Training Network stressed the European Micro Finance Network
importance of well trained staff in banks described how the use of micro finance
who could communicate the range of was not just about small loans and was
relevant products so that customers an important initiative for social and
could be enabled to make informed financial inclusion. Some countries still
decisions. He suggested that there could did not have the necessary legislation to
be useful synergies with EBTN in sharing facilitate Micro Finance as this function
initiatives with education. has been limited to banks. Financial
Education is central to the successful
Consuelo Capri of the European Central operation of Micro Finance.
Bank noted that demand for the Euro
had quadrupled since 2012 was a Commentary
Financial awareness and competence
useful indicator of trust in the Euro as a
could be argued to be a key entitlement
currency. She outlined the Banks strategy
for future citizens and therefore it should
for increasing the awareness of the
be included within the school curriculum.
launch of the new 50 note that included
The teaching of entrepreneurship has
a licenced version of the Tetris game with
had a high profile recently as a means
a competition.
of wealth creation. However, this relies
on financial literacy and it is suggested
Michaele Koller of Insurance Europe
that financial literacy by its definition
referred to the findings of their recent
should be demonstrated by financial
report: Financial Education in the Digital
Age. The report cites a study1 of over success. Thus entrepreneurship provides
opportunities to learn and apply financial
600 students in Malaysian universities to
knowledge. Mention has been made to
make the case that it is not enough just
a Drivers licence for financial capability
to increase awareness of the importance
but one cannot learn to drive a car if
of financial literacy, there needs to be
you do not have access to car of some
consequent behavioural change. She
means of fuelling the car. Micro finance
stressed that technology can provide
initiatives could provide the sympathetic
many useful tools to facilitate this process
and relevant assessments required for
many of these can be found in the report
the development of financial capability
which features practice from a variety of
and entrepreneurial mind sets. Rather
European schools.
than the creation of another standalone
qualification for Financial Capability,
The report recognises the need for
existing qualifications that recognise a
national strategies to achieve the high
learners readiness to participate at some
levels of financial literacy that functions
degree within society need to explicitly
to enhance daily life. To achieve this, this
consider how they address and recognise
needs to start at an early age and be
the different components of Financial
built into the curriculum. This echoes the
Literacy that society requires.
OECD Principles for Education in Financial
Capability. Mike Blamires
i Insurance Europe (2017) Financial Education in the Digital
Age Insurance Europe Brussels
Arnaldo Abruzzini of EuroChambers
representing the European Chambers of ii OECD/OCDE (2005) Recommendation on Principles and
Good Practices for Financial Education and Awareness
Commerce stressed the time sensitive OECD /OCDE Paris http://www.oecd.org/finance/financial-
nature of financial literacy and that education/35108560.pdf
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