EEF: Cash incentives lead to no significant improvement in GCSE results.
“More parental monitoring of computer use is linked to more sleep, better school performance and better behavior. Read More
Tom Wayman, head of English, Wellington College.
“Let’s write the WORST story ever written” was a much more appealing invitation to my mixed-ability Year 11 class than previous offers to collaborate on writing the best one ever. Read More
Dr. Chris Brown, Institute of Education.
In this article Chris Brown reports on the Haverstock primary to secondary transition project. Read More
The precocious child that constantly asks the most frustrating question of all is always pleased with the veritable Russian doll-esque continuum of answers. Read More
by Tim Novis.
As the Senior Chaplain at Wellington College, I am responsible for ensuring that worship is meaningful and relevant for the students, over a thousand in number, who enter the Chapel on a weekly basis. The most obvious expectation in an independent school, often driven by impressive fees, is that whatever we offer it must be of the highest quality. Read More
Taming the Wild West of Educational Research
By Dr. Simon P Walker
Let’s start with a basic fact. All facts are constructs. As Martin Heidegger would have put it, no construct is a description of the thing in itself. It is a proposal, a representation, an attempt at a description.
Take a supposed ‘solid fact’. Take, for instance, the fact of gravity. Read More
Access to Research (via SUPER Network.)
The aim of this page is to post links to any freely available research that is not hidden behind paywalls e.g. Journal articles, conference papers, reports, research digests etc (presented A-Z). Read More
Tom Bennett talks about research myths, how teachers can get involved in research and his grassroots organisation ResearchED. Direct Link.
To find out more about ResearchED click here. Read More
Carl Hendrick, Head of Learning and Research, Wellington College
For too long the classroom practitioner has been the researched as opposed to the researcher. Teachers have been given answers to questions they didn’t ask, provided with solutions to problems that never existed, and assailed by counterintuitive theory when practical advice was more appropriate. Read More