Post date: Fri, 29/11/2024 - 14:24
CUREE are delighted to announce that we have been funded by EEF to develop a version of our Response to Intervention programme to address learning gaps in writing.
Our aim is to equip colleagues in schools with the skills and tools to conduct close case analysis of pupil and class-level writing development needs. We will provide CPD to practitioners and leaders to enable them to build targeted, evidence-rich responses to those needs. This will support schools to develop their skills, confidence and collaborative environments in order to develop pupils’ writing for the long term.
Post date: Wed, 24/02/2021 - 14:28
Authors of a meta-analysis of studies into effective CPD respond to criticisms in the 21 September issue of Tes
Steve Higgins, Rob Coe, Philippa Cordingley and Toby Greany
Originally published in TES Online on 21st September 2018
Post date: Tue, 02/07/2019 - 22:26
Coaching IS leadership in multi-school groups
Post date: Tue, 02/07/2019 - 21:52
June is conference season in education, and don’t I know it!
Post date: Fri, 15/03/2019 - 16:45
Post date: Fri, 21/09/2018 - 01:53
Is the Developing Great Teaching systematic review a cornerstone in an edifice of error, a key component of a mistaken ‘consensus’ around the evidence about effective teacher professional development and learning?
This is what Harry Fletcher-Wood Sam Sims assert in their piece in the TES on 21st September – [on-line here] and their more detailed article.
Post date: Fri, 07/09/2018 - 09:34
How purpose shapes the significance of systematic reviews for different education stakeholders
- Philippa Cordingley – Chief Executive CUREE
- Paul Crisp – Managing Director
- Steve Higgins – Professor of Education Durham University
We are planning a barbeque in our new house next weekend and we want to know if it’s going to rain. We look at the weather forecast and it tells us there’s a 25% chance of rain.
That’s no good to us – we want to know will it will rain, yes or no?
Post date: Wed, 27/06/2018 - 15:52
I’ve been thinking a lot about our attitudes to subject knowledge and teacher preparation and CPD in England recently;
not least as a member of the OECD Expert Group carrying out country reviews of the quality of provision. While preparing for a conference in Tokyo where we will read across all of the nine completed country reviews, I was struck by the very significant contrast between the UK approach and practices in most other countries. I think we have a lot to learn as well as a lot to offer other counties.
Post date: Fri, 18/05/2018 - 17:29
Do attitudes to and understandings of text books provide a key?
The facts
Post date: Sat, 17/02/2018 - 14:54
We need to talk about how teachers become expert – not just at teaching, but at teaching across different subjects
