The Evidence People
The National Teacher Research Panel was set up over 15 years ago by CUREE supported by a group of national education agencies (most of which no longer exist). It had three main goals:
On the 10th September, 2016, Philippa Cordingley presented at the annual ResearchED Conference in London, a practitioner-led event attended by educators and researchers from across the UK. Philippa's session drew on the recently published Teach First Gaining and Sustaining Momentum Report and the newly launched SKEIN Momentum product. If you would like to view Philippa's presentation from the event please contact joe.askew@curee.co.uk.
The Cognitive Acceleration in Mathematics (CAME) project was developed in response to concerns among practitioners about the mismatch between students’ ability to solve mathematics problems and what the secondary curriculum demanded of them. Based on research and theory about students’ thinking, CAME aims to boost the capacity for mathematical thinking of students aged 11 to 14 years and consequently raise their attainment in standard tests.
This study reports the findings from 12 schools in which students were taught CAME lessons during Years 7 and 8. Over half the 78 classes involved showed larger than expected gains in mathematics tests at the end of Year 8. After a further three years in the same schools, GCSE pass rates in mathematics were significantly higher than those in control schools. Pass rates in English and science also showed improvements.
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To accompany the release of the Teach First Gaining and Sustaining Momentum Report, Philippa Cordingley has produced a special blog which can be found below.
CUREE has, in collaboration with Teach First, concluded a research project continuing on from our previous work on characteristics of high-performing schools. As an extension of that project, CUREE has spent a year exploring characteristics shared by schools which are struggling to establish and/or continue momentum in their progress towards reaching high-performing status, and investigating how these schools’ individual contexts and circumstances relate to the broader evidence base around what exactly makes schools successful in making progress.
Read more about the publication here, and Philippa's blog about the report can be found here.
