In 2022, the National Association for Special Educational Needs (nasen) launched the new ‘Universal SEND Services’ programme. Funded by the Department for Education and running from now until 2025, this important work includes various elements, including a school and further education (FE) college Action Research and Lesson Study project. Led by the Inclusion and Special Educational Needs and […]
Making Space for Able Learners – Stage 3 Having recently completed the second stage of their ‘Making Space for Able Learners’ project, the National Association for Able Children in Education (NACE) are now moving on to the next stage, studying how to best support disadvantaged more able learners. As part of this, NACE are running […]
This study aims to explore the content of school behaviour policies and the effect that they have on attendance and exclusions among secondary school students. The Education Endowment Foundation (EEF) and the Youth Endowment Fund (YEF) have funded the National Centre for Social Research (NatCen) to work collaboratively with a small team from University College London on a study evaluating how […]
This research summary was produced as part of a project funded by The Comino Foundation. Original research article Connolly V (2023) Less Can Be More: Rethinking The Use Of Time In Schools. The Buckingham Journal of Education 4(1): 73–92. Introduction Policymakers and researchers have repeatedly disregarded teachers’ calls for increased non-contact time, or […]
This research review was produced as part of a project funded by The Comino Foundation. According to the Centre for Research on Play in Education, Development, and Learning (PEDAL) at the University of Cambridge, most students beyond early childhood age do not currently have the opportunity to learn playfully in school. However, evidence suggests […]
This research review was produced as part of a project funded by The Comino Foundation. In many countries including England, Australia and Germany, the secondary school curriculum has traditionally been carved up into subjects delineated by their knowledge, modes of inquiry and discursive practices. In turn, this has implications for the notion of ‘subject […]
This research review was produced as part of a project funded by The Comino Foundation. In Europe, teachers are increasingly expected to take an active role in curriculum design (de Almeida and Viana, 2023), being variously positioned as curriculum developers at the macro, meso and micro-levels. The officially prescribed core or intended curriculum sits […]
This research review was produced as part of a project funded by The Comino Foundation. The transition from primary to secondary school is often regarded as one of the most challenging periods in students’ educational careers (Zeedyk et al. 2003) and can be a particularly difficult and stressful period for some students (Kwarikunda et […]
Lewis A Baker, Faculty of Engineering and Physical Sciences, University of Surrey, UK Introduction The purpose of this article is to justify the engagement in developing a teaching philosophy statement and to scaffold the writing process. For those already familiar with such documents, this article will argue for the value of revisiting a teaching philosophy […]
Introduction Agency, defined by the Cambridge Dictionary as ‘the ability to take action or to choose what action to take’ (n.d.) refers in an educational context to the ability to determine one’s own learning goal and the process of pursuing that goal (Vaughn, 2018). Agency may be used in a moral, social, economic, or creative […]
In order for educational research to understand and represent a diverse range of experiences from different groups, it is important that educational research practices are inclusionary. Inclusion is an important consideration at every stage of the research process (research design, data collection, analysis and reporting) to ensure that the voices of underrepresented groups in particular […]
Introduction Promoting pupils’ conceptual learning is one overarching goal that teachers might have in order to help pupils understand mathematics in a way that goes beyond just following a technique to reach an answer. The objective to support pupils’ conceptual mathematics learning can be accomplished through evidence-based practice where teachers learn with and from each […]
Introduction ChatGPT, or Chat Generative Pre-Trained Transformer, is a natural language processing (NLP) artificial intelligence (AI) system, a machine-learning system that has been trained on a massive dataset of text from the internet, including books, articles, and websites (Bessette, 2023). As a large language model (LLM), ChatGPT uses machine learning algorithms to analyse this data […]
Introduction The evaluation of information is a key skill associated with modern independent learning. Indeed, it is fundamental to Callison’s (2014, p. 23) principle, distilled from the literature, that ‘analysis skills must dominate student use of the internet’, in particular. Even in the age when most information materials took paper form, source appraisal was invariably […]
Introduction This case study will explore the emerging impact of a shared specialism between a SENCo and SEND link Governor on curriculum improvement at a one-form entry primary school in Kent. Kings Hill Primary School has Special Resource Provision (SRP) for children on the autism spectrum. Like other schools, the setting is currently navigating the […]
Original article by: Lowry C, Leonard-Kane R, Gibbs B et al. (2022) Teachers: the forgotten health workforce. Journal of the Royal Society of Medicine 115(4): 133–137. Introduction Amidst rising rates of mental illness among children, this commentary highlights the role of teachers as the forgotten health workforce. According to the Mental Health of Children and […]
Joanna Johnson, Associate Trainer (Grassroots Suicide Prevention), ASIST Trainer (Applied Suicide Intervention Skills), Papyrus Volunteer (Prevention of Suicide in Young People), and Head of Department and Psychology Teacher, Monmouth School for Girls, UK If you were asked what the leading cause of death was in young people, what would you say? Drugs or Alcohol? Car […]
Frankie Bisset, Emily Giubertoni, Jodie Jethwa Our setting is a voluntary-aided non-selective secondary school for ages 11-18 in Birmingham. We are a Catholic school, catering to around 1200 students with approximately 26 per cent on free school meals (FSM). As Ofsted (2022) recently described, ‘the way in which pupils relate to each other online can […]
John Bald (FCCT) Independent educational consultant. Former tutor in charge, Reading and Language Centres, Essex Education Department. Introduction Controversy over methods of teaching reading and spelling began with the spread of state primary education in the nineteenth century, and soon occupied similar ground to that of today (Parker, 2021). Should children be taught to recognise […]
