Keep | Centre for the Use of Research & Evidence in Education (CUREE)

Mentoring and Coaching Workshops and Support

Development sessions for schools and colleges

The “Effective Mentoring and Coaching” resources are designed to be easy to use by CPD leaders in schools and colleges without external training being essential to getting started. However some schools and networks are keen to have a development session which kick starts a coaching programme or which helps to take an established programme to its next level. In these situations training sessions have been found to be helpful, engaging and confidence boosting.

Bike Poster

Files:

BikePoster.pdf

Participation and challenge in the classroom

Share how teachers increase participation and engagement in their classes or reflect on how you might construct challenge by designing teaching and learning to elicit your students' best efforts. Click here to see our petal diagram offering you a window to helpful reports on curriculum design.

July 2010 Newsletter

In this issue

Putting the Jewel in the Crown Application Form

Files:

OD65 PUTTING THE JEWEL IN THE CROWN APP FRM_RS.doc

OD65 PUTTING THE JEWEL IN THE CROWN APP FRM_RS.doc

Putting the Jewel in the Crown Flyer

Files:

OD65 PUTTING THE JEWEL IN THE CROWN FLYER_RS.doc

Transferring Learning and Taking Innovation to Scale

How often do we hear or see great initiatives which fail to be rolled out or can’t be taken to scale? What are the usual approaches to transferring learning and taking it to scale and what is known about their effectiveness? The outcomes of a year long project looking at the processes and issues around transferring good practice and taking it to scale are available in an accessible pamphlet. The findings were informed by an analysis of the evidence base, national and regional consultation, and seven case studies.

Online Surveys

Over the course of three years, CUREE has developed a series of staff and pupil surveys for the Building the Evidence Base project. In the third year, over 8,000 students from across the country were included in the pupil survey. These surveys have been instrumental in looking at the ways in which schools are adapting to the new secondary curriculum. The surveys have engaged learners from Year 4 to Year 13 in giving feedback on:

Practitioners’ Use of Research Review

The focus of this systematic review will be the research on how practitioners use evidence to inform and develop their practice. The outputs of the review will be a synthesis of current, reliable and relevant knowledge about the nature of teacher/tutor use of research, and importantly, its impact on practice and learner outcomes.

‘Stepping Stones, Bridges and Scaffolding’

Philippa Cordingley’s session at the AERA conference was intriguingly titled ‘Stepping stones, bridges and scaffolding: effective tools artefacts and professional learning processes for research use’.

She explored the use of research based tools, processes and artefacts as a means of encouraging use of research at scale in the English education system over the last twelve years.