Blog Archives

How can research truly inform practice? It takes a lot more than just providing information

Jonathan Sharples.  The Education Endowment Foundation’s latest evaluation report, the ‘Literacy Octopus‘, provides plenty of food for thought for anyone interested in improving the way research evidence informs practice, not just in education, but across sectors. This pair of large,

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Posted in Evidence-based policy, Language and literacy, Leadership and management, Research matters, Teaching, learning, curriculum & assessment

Six reasons why Baseline the Sequel will be a harder sell

Alice Bradbury.  Last week the government announced details of their latest attempt to introduce Baseline Assessment into Reception classrooms in England. As widely reported, this policy will cost £10 million, with the sole aim of producing data on children aged

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Posted in Education policy, Language and literacy, Teachers and teaching assistants, Teaching, learning, curriculum & assessment

‘What works’ in education does not always chime with what Ministers want to hear

Dominic Wyse.  The present government in England says it wants to focus on ‘what works’ in education, backed up by solid research, especially research using randomised controlled trial (RCT) designs. Yet, the mismatch between Ministers’ curriculum policy for English teaching

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Posted in Evidence-based policy, Language and literacy, Teaching, learning, curriculum & assessment

How can digital library systems help teachers support children’s reading for pleasure?

Natalia Kucirkova & Teresa Cremin.  Children need to be able to read well to function in society and their engagement as readers needs nurturing from birth. Digital library systems offer enormous opportunities to tap into children’s interests and enhance teachers’ skills

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Posted in ICT in education, Language and literacy, Teaching, learning, curriculum & assessment

Call for regulation on securing children’s data in personalised reading

While children’s reading experience is being transformed with digital reading formats, personalised and interactive books allowing for more personalisation, there are risks around the data this releases. Natalia Kucirkova and Rosie Flewitt identify four main areas of concern and call for regulation.

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Posted in ICT in education, Language and literacy