Monthly Archives: November 2012

Knowledge does not exist on the Internet. It only exists in the head

David Lambert As a geographer, I find it interesting that it is politicians and thinkers on “the right” who appear to speak for knowledge in schools. In fact, geography tends to do well under Conservative governments. However, for me, the

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Posted in Teaching, learning, curriculum & assessment

The guide on the side: realising the value of teaching assistants

Rob Webster, Peter Blatchford and Anthony Russell What does it mean to be educated? What does an educated person look like? These worthy questions were the subjects of debate at the recent IOE-hosted, London Festival of Education, and, unsurprisingly, teachers

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Posted in Teachers and teaching assistants

Narrowness and imbalance in National Curriculum design

Andrew Pollard A picture of the proposed 2014 National Curriculum for England is gradually emerging. Draft versions of secondary English, maths and science and information about foundation subjects have recently slipped into the public domain. We have had the Early

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Posted in Andrew Pollard, Teaching, learning, curriculum & assessment

Decoding learning: the proof, promise and potential of digital education

Rose Luckin and Richard Noss Yesterday evening, Nesta launched its report: Decoding Learning: The Proof, Promise and Potential of Digital Education. The report was written for Nesta by researchers at the IOE’s London Knowledge Lab (LKL) and Learning Sciences Research

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Posted in ICT in education

Talkin’ ‘bout three generations: what does it mean for schools when Xs, Ys and Boomers mix?

Karen Edge People from the same generation tend to have some characteristics in common and, as a result, generational differences influence the daily lives of the organisations they work in. However, within education, rarely has a generational lens been used

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Posted in Karen Edge, Leadership and management