The Evidence People
On the 11th July, 2016, Philippa presented at the Cambridge and Suffolk Schools Alliance (CASSA) annual Research and Professional Development conference.
To access the slides from her presentation, 'What we know about the contribution of effective CPD to pupil progress and school improvement (CPDL)', contact joe.askew@curee.co.uk
Various occupations require the practical application of mathematics and most employers want workers with good maths skills. Yet many students who take vocational subjects struggle with maths and problem-solving skills. Vocational subjects potentially offer rich opportunities for students to use maths to solve work-place problems. Teachers of vocational subjects sometimes give anecdotal evidence of students who finally begin to understand abstract mathematical concepts when they see them applied to real situations. This American study investigated whether teaching mathematics during vocational lessons could improve students’ performance in maths and found quantifiable evidence to suggest that it could.
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
As part of the Lab Sites programme, practitioners try new approaches to teaching on learning, drawing on the evidence. You can download this report by clicking the link above.
To read more about Lab Sites, click here.
Finding the Golden Thread – encouraging effective creativity and innovation in teaching, learning and the curriculum
Click here to see the summary
Click on the link above to read this short report, which was written following a half day visit to Wroxham Primary School in Potter’s Bar, Hertfordshire.
The visit was completed as part of a curriculum research probe commissioned by QCDA in year 3 of the Building the Evidence Base for a C21st Curriculum project. Wroxham is a Creative Partnerships School of Creativity and the headteacher has been an active member of the Curriculum Evidence Advisory Panel (CEAP), an influential group that coordinates evidence gathering processes and identifies areas for partnership working. The visit was intended to answer the question: In schools that are successfully developing the curriculum, how are the changes required by curriculum innovation being managed by school leaders? During the visit, interviews were held with the headteacher and the deputy headteacher and a year 3 teacher who is also the lead for science.
As part of the Lab Sites programme, practitioners try new approaches to teaching on learning, drawing on the evidence. To read more about Lab Sites, click here.
As part of the Lab Sites programme, practitioners try new approaches to teaching on learning, drawing on the evidence. To read more about Lab Sites, click here.
As part of the Lab Sites programme, practitioners try new approaches to teaching on learning, drawing on the evidence. To read more about Lab Sites, click here.
