Blog Archives

The pupil premium is not working (part I): do not measure attainment gaps

Becky Allen.  On Saturday 8 September 2018 I gave a talk to researchED London about the pupil premium. It was too long for my 40-minute slot, and the written version is similarly far too long for one post. So I

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Posted in accountability and inspection, Evidence-based policy, Leadership and management, Teachers and teaching assistants

Exams shape students’ future life chances. It is vital to share our knowledge on how we set and maintain standards

Tina Isaacs and Lena Gray.  As we wind down from a relatively calm examination season – even with the introduction of new examinations this year – some of us continue to mull over the idea of ‘standards’ in examination systems.

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Posted in accountability and inspection, International comparisons, Research matters, Teaching, learning, curriculum & assessment

The tensions between economic and educational choices for schools have never been sharper

Toby Greany and Rob Higham. The economic and regulatory incentives facing state schools in England are increasingly in tension with an inclusive, broad and balanced education for pupils. Since 2010 the Government has used the language of a ‘self-improving school-led

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Posted in accountability and inspection, Leadership and management, Uncategorized

What can short standardised tests tell us about the attainment and progress of individual pupils and of schools?

Rebecca Allen. Measuring changes in pupil attainment is at the heart of our work as education researchers. It is a practice that is also routinely carried out in schools to monitor pupil progress and teaching quality. One means of doing

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Posted in accountability and inspection, Teaching, learning, curriculum & assessment, Uncategorized

Needs or rights? Revisiting the legacy of the Warnock report on SEND

IOE Events. Competing against a balmy evening outside, we were delighted to welcome so many people to our debate this week on Special Educational Needs and Disability (SEND) and, specifically, the legacy of the 1978 Report of the Committee of

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Posted in accountability and inspection, curriculum & assessment, Education policy, IOE debates, Special educational needs and psychology
UCL Institute of Education

This blog is written by academics at the UCL Institute of Education.

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