NFER Evaluation of the National Tutoring Programme Year 2

The National Foundation for Educational Research (NFER) has been asked by the Department for Education (DfE) to carry out an independent evaluation of the NTP in its second year. We are looking for schools across England, both participatory and non-participatory to take part in the evaluation. NFER will explore the impact of the different routes […]

Children’s agency and the curriculum

Chartered College of Teaching ¬∑ Children’s agency and the curriculum   The curriculum is a vital part of education because it has such an important influence on what learners experience in classrooms during the school day. Research on curriculum aims, knowledge and control have been, and continue to be, central to what are known as […]

Migrant Children with Special Educational Needs – emerging findings from a recent review and their implications for educational practice

Chartered College of Teaching ¬∑ Migrant children with special educational needs This article was first published as part of a global conversation about the future of teaching. Migrant children, defined as children born in another country than the one they live in, currently constitute around four percent of the under-15 population in Europe (Janta and […]

Purpose and leadership in education and beyond

Around the world, the COVID-19 pandemic is challenging leaders to step up like never before. Senior leaders of government, healthcare, schools and business are in the spotlight – but the need for leadership does not stop with them. People everywhere can accept the challenge of leadership, the challenge to step up in their community, workplace […]

Testing and spacing: Effective learning strategies for the classroom

Online Learning ¬∑ Testing and spacing: effective learning strategies for the classroom   Educational practices inspired and supported by cognitive science are increasing in popularity. This can be seen in the worldwide increase in both academic (e.g. Roediger and Karpicke, 2018) and practice-oriented publications (e.g. Surma et al., 2019). Apropos these developments, we highlight two […]

Poverty in education across the UK: A comparative analysis of policy and place

This is an abridged version of the introduction to Poverty in Education Across the UK, edited by the authors. Permission to publish this extract is granted by the publisher.   Online Learning ¬∑ Poverty in education across the UK: a comparative analysis of policy and place   Poverty and place matter to children’s education (Lupton, […]

Parental support and access for home-based elearning

Education has faced profound and rapid change during the COVID-19 pandemic, with large-scale reactive measures introduced to ensure continuity of learning. While some schools have established integrated infrastructures whereby each student is expected to have, or is provided with a personal mobile device, the majority have relied on students utilising readily available home devices. Device […]

Can exam grades be accurate?

‘Assessments should be accurate for 90% of students plus or minus one grade’ At a hearing of the Education Select Committee enquiring into summer 2020’s grading fiasco, Ofqual’s Executive Director of Strategy, Risk and Research stated that: ‘There is a benchmark that is used in assessment evidence that any assessment should be accurate for 90% […]

Continuous professional development and career progression in mid-career teachers

Chartered College of Teaching ¬∑ Continuous professional development and career progression in mid-career teachers   Recent data suggests that even though there are some early signs of progress, teacher recruitment and retention are likely to remain an issue over the next few years. While teacher retention improved slightly in 2018/19, recruitment for the secondary sector […]

Supporting students to become self-regulated learners: Teaching metacognition matters

Chartered College of Teaching ¬∑ Supporting students to become self-regulated learners: teaching metacognition matters   One of the authors of this article, Paul A Kirschner, featured in a webinar about ‘How Learning Happens’. We recorded the video for you to watch back. When a teacher announces the deadline for an upcoming test, students are instantly […]

Lessons from lockdown: Releasing future possibilities for teacher professionalism

Here and now Over the past 12 months, words like ‘lockdown’, ‘pandemic’ and ‘coronavirus’ have entered daily usage and we are now all too familiar with exponential curves tracing out the misery of lives and livelihoods endangered and tragically lost. It’s a similar story in most other countries around the world. It sometimes feels as […]

Leading and implementing equity-focused responses through and beyond COVID-19

This article was first published as part of a global conversation about the future of teaching. Online and blended learning models are likely to stay, as global full or partial school closures endure in the new academic year. Yet, challenges encountered in the early experience of education in lockdown compel us to think about what […]

Investing in educators is the real key to continuity of learning

This article was first published as part of a global conversation on the future of teaching. The COVID-19 pandemic has cast a well-documented spotlight on inadequate systems and infrastructure in education. Across the U.S., for example, student engagement has plummeted (Herold and Yettick Kurtz, 2020) as schools and districts navigate the transition to remote learning. […]

Formal and informal professional learning, Dr Yue-on Ko

Watch this 2 minute video about effective approaches to online and digital learning. Dr Yue-on Ko is the Assistant Professor of Education Policy and Leadership at the Hong Kong Institute of Education. In this video, Dr Ko talks about sharing research and keeping in contact with schools during this time. Take some time to reflect […]