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      Kiely, R., M. Davis and E. Wheeler. 2010. Investigating Critical Learning Episodes: A Practical Guide for Continuing Professional Development. Reading: CfBT Education Trust.
      ISBN: 978-1-907496-13-4
      Summary: A Guidance Report written to serve as a practical guide in the development of CPD programmes which focus on current practice and support ways of researching it. Available online: http://www.cfbt.com/evidenceforeducation/pdf/5Bristol_InvestigatingCLE_FINAL(Web).pdf
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: adult
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Kiely, R. and M. Davis. 2010. ‘From transmission to transformation: teacher learning in ESOL’. Language Teaching Research 14/3: 277-96
      Summary: A paper based on the findings of the InSITE Project.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: adult
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Davis, M. and J. Carroll. 2009. ‘Formative feedback within plagiarism education: is there a role for text-matching software?’. International Journal of Educational Integrity 5/2: 58-70
      Entered by: Oxford Brookes International
      Davis, M., R. Kiely and J. Askham. 2009. ‘InSITEs into practitioner research: findings from a research-based ESOL teacher professional development programme’. Studies in the Education of Adults 41/2: 118-137
      Summary: A paper based on the findings of the InSITE Project.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: adult
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Davis, M. 2009. ‘The role of Turnitin within the formative process of EAP: a tool for global academic culture’ in EAP in a Globalizing World: English as an Academic Lingua Franca. Proceedings of the 2007 BALEAP Conference. Reading: Garnet Education
      Editor(s): Whong, M.
      Entered by: Oxford Brookes International
      Kiely, R. and M. Davis. 2008-2010. ‘InSITE: Integrating Systematic Investigation into Teaching of English’.
      Funding body: CfBT
      Summary: This project is examining the impact on teaching skills of professional development activity based on i) training in analysis aspects of research skills, and ii) episodes from the teachers’ own classrooms. In exploring innovative strategies in Continuing Professional Development (CPD), InSITE addresses a policy issue in language teaching, and a theoretical issue in teacher learning: the contribution of research skills and a research perspective to teaching effectiveness.
      URL: https://www.bris.ac.uk/education/research/centres/creole/projects/#insite
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: adult
      Entered by: University of Bristol (Graduate School of Education)
      Kiely, R., M. Davis and E. Wheeler.. 2008-2010. ‘Integrating Systematic Investigation into Teaching of English (InSITE)’.
      Funding body: CfBT Education Trust
      Summary: This study examined the learning of experienced teachers (TESOL). It involved a specifically designed CPD programme which developed teacher learning from actual instances of classroom practice, and research (episodes analysis, interviews, recorded workshops) into these learning processes. Associated report: http://www.cfbt.com/evidenceforeducation/pdf/5Bristol_InvestigatingCLE_FINAL(Web).pdf
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: adult
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Kiely, R., M. Davis, G. Carter and C. Nye. 2008. ‘The craft of the experienced language teacher’. Voices 205: 12-13
      Summary: A brief report on initial findings on the InSITE project
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: adult
      Related project: InSITE: Integrating Systematic Investigation into Teaching of English
      Entered by: University of Bristol (Graduate School of Education)