Diana Laurillard and Eileen Kennedy, UCL Knowledge Lab More than half the world’s refugees are children. Most of these children will spend their whole childhood away from home, with little access to education. In the context of the Syrian crisis…
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Schooling for refugee children: how MOOCs support teachers in the world’s most challenging situations
Tagged with: MOOCs, refugee children, teacher education
Posted in International development, Teachers
Posted in International development, Teachers
Teacher training and the ‘problem of more’ – how do we scale up without sacrificing quality?
Clare Brooks. As schools begin a new term, many headteachers are faced with chronic gaps in their staffing. It is at this time of year that the teacher shortage is most keenly felt. At the same time teacher education and…
Until the DFE understands curriculum its well-meaning pilots will run off course
Arthur Chapman and Sandra Leaton Gray. Colleagues at the UCL Institute of Education were very excited a few weeks ago to see that the Department for Education had announced funding for a number of school-centred Curriculum Programme pilots worth £2.2 million. …
Tagged with: curriculum, enquiry-based learning, teacher education
Posted in Education policy, Teaching, learning, curriculum & assessment
Posted in Education policy, Teaching, learning, curriculum & assessment
‘What does it mean to teach, to learn, to remember the Holocaust?’
Andy Pearce This year, on Yom Hashoah, Holocaust Remembrance Day, the New York Times poignantly announced the ‘Holocaust is Fading From Memory’. Referring to a study commissioned by the Conference on Jewish Material Claims Against Germany, the newspaper reported a…
Tagged with: CPD, Holocaust education, Holocaust memory, teacher education
Posted in Teaching, learning, curriculum & assessment
Posted in Teaching, learning, curriculum & assessment
The sweet smell of success: how can we help educators develop a ‘nose’ for evidence they can use in the classroom?
Mutlu Cukurova and Rose Luckin A good nose for what constitutes solid evidence: it’s something a scientist is lost without. This finely tuned ‘nose’ is not innate, it is the result of years of practice and learning. This practice and…
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