The Evidence People
Here are some of the recent ways in which CUREE has drawn on research and evidence from practice to support the development of strategy and leadership in the sector
Launched on 9th June at the House of Commons, this new report builds on earlier work identifying even more clearly how, and under what conditions, teachers' professional development and learning benefits pupils and students.
CUREE is pleased to present its response to this very important and timely consultation. Our responses draw on evidence from the numerous systematic reviews of the international evidence that we have been involved in including:
- a forthcoming, systematic umbrella review updating the CPD evidence commissioned by the Teacher Development Trust and carried out by CUREE with Durham university and the UCL Institute of Education, London
- Our systematic review of the evidence about practitioner use of research http://bit.ly/1Eq6kXb
- Evidence from the New Zealand Best Evidence Syntheses on CPD and on leadership http://bit.ly/1pHbtBL, http://bit.ly/1ECtF8m
- Evidence from our national evaluations of the quality of CPD provision and the former Post Graduate Development Programme
- Evidence from our extensive work with schools in evaluating how effectively they are connecting teacher and pupil learning
- Evidence from our study of Exceptional and Strong Schools for Teach First http://bit.ly/1hi4OLS
In comparison to other jurisdictions, England is viewed as having a mathematics ‘problem’ at all age groups, but specifically for those aged 16–18 years.The government has shown its support for increasing participation in mathematics, stating that it hopes to have ‘the vast majority of 16- to 18-year-old learners studying some form of mathematics within the next decade’. The research contained herein sought to investigate the evidence behind the calls for compulsion.
Philippa presented at OECD's CERI Conference on Innovation, Governance and Reform in Education earlier this month. You can find out more about the conference here: http://www.oecd.org/edu/ceri/ceri-conference-2014.htm
Philippa's presentations were part of the conference dedicated to Knowledge-intensive Governance, Innovation and Chance; looking at how knowledge in and about education is created, mediated and used, and the adequacy of such knowledge bases to fulfil the many demands being made of them. This part of the conference focused particularly on the demands for knowledge created, mediation and use that can feed into innovation and systems of decision-making and policy change.
Philippa's first presentation titled 'How is knowledge in and about education effectively created, mediated and used? How effective are our systems for making use of it?' drew findings and conclusions from CUREE's extensive research into how knowledge is created and used. To recieve a copy of this presentation please email paige.johns@curee.co.uk
Paul Crisp, CUREE's managing director, attended a Round Table event convened by NAHT earlier this month. The report published by NAHT (http://www.naht.org.uk/) is the result of a Round Table debate with a panel of CPD experts to discuss the issues.
CUREE researchers have made a number of presentations at the 2014 BERA conference in London this year. You can view the presentations here:
How can busy FE practitioners build and share research in their day to day work? Making a difference through small, shared steps.
Philippa Cordingley and Anne Groll have written a research digest on teacher enquiry that has been published in InTuition; the Institiute for Learning's professional journal written for teachers and trainers across further education (FE) and skills to support them in their practice throughout their career.
