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

What are our ethical responsibilities in a changing world of Internet research?

Jon Swain.  Over the last decade or so there has been an ever-increasing interest in the ethics of educational and social science research. Researchers’ responsibilities to their participants, fellow members of the research community, and to the institution where they

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Posted in Further higher and lifelong education, Research matters, Social sciences and social policy

Do biomarkers explain why some people are happier than others?

Alex Bryson and Petri Böckerman What makes us happy? It sounds a simple enough question. Intuitively, we know what we like – being with friends, going to the movies. In the moment, we know what’s likely to make us happy. Evidence from

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Posted in Research matters, Special educational needs and psychology

Bridging the story and children’s unique worlds: researching digital personalised books

Natalia Kucirkova.  Personalisation is a buzzword in the business world, especially now that adverts can follow us all over the Internet. But personalisation – or ‘personalised learning’ – has also been a recurring trend in education, with the aim of

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Posted in Childhood & early education, Literacy, Parents, Research matters

Just what is ‘evidence-based’ teaching? Or ‘research-informed’ teaching? Or ‘inquiry-led’ teaching?

Lesley Saunders.  ‘It is by virtue of being an artist that the teacher is a researcher’ (Lawrence Stenhouse): deepening the connections between research and teaching I’ve long campaigned for teaching to be a research-engaged profession, on the grounds that, as

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Posted in Research matters, Teaching, learning, curriculum & assessment