Publications

Developing Great Teaching - A review of the evidence about Continuing Professional Development and Learning

Link: 
http://tdtrust.org/about/dgt/
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Developing Great Teaching - Lessons from international reviews of effective professional development

Launched at a prestigious gathering at the House of Commons on 9th June, this report outlnes the findings from a recent systematic review of the international research literature examining the evidence of what makes effective teachers' professional development and learning. This 'umbrella' review builds on but substantially updates the findings of several earlier Reviews many of which were undertaken by CUREE. This recent review is the product of a team from CUREE, Durham University and UCL Institute of Education . It was supported by the Teachers Development Trust and TES Global.

The key finding of the Review was that carefully designed CPDL for teachers with a strong focus on pupil outcomes has a significant impact on pupil achievement.

The work is presented in three ways, each of which is downloadable from this page:

Part of Everybody's Day Job

Effective and Efficient Ways of Leading Research in Schools

Presentation to the ResarchED Research Leads Network Day on 14th March 2015 in Corpus Christi College Cambridge

Keynote presentation by Philippa Cordingley outlining the research evidence around effective use of evidence in school quality and improvement, the connection between professional learning and student learning and the role of leaders. To access the slides of the presentation, contact joe.askew@curee.co.uk

How do different countries construct teachers' professional identities?

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researchED Blackpool 2019

This presentation, made by Philippa Cordingley to the 2019 researchEd conference at St  Mary's Catholic Academy in Blackpool, looks at evidence collected from 7 countries across the globe.

It draws on a report of research undertaken by CUREE and commissioned by Education International. The full report can be downloaded from here

(Stuart) Use Of Apostrophes By Six To Nine Year Old Children

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Some young children seem able to infer rules about using apostrophes without being taught directly about them, but most need to be taught how to use them. The authors of this study tested a total of 312 pupils in four state primary schools in the South East of England. They found that teaching children about the use of apostrophes produced clear and positive benefits, yet the overall levels of correct use of apostrophes, even after explicit instruction, were low. The authors suggested that children may need more opportunities to consolidate their understanding and to practise the correct use of apostrophes.

(Smith) Engaging Learners Through Use Of Questioning And Feedback

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This UK-based study investigated the role teachers can play in facilitating interactive classrooms through the use of feedback in lessons. The researchers found that feedback designed to open up thinking and discussion involves engaging with responses to questions and offering students opportunities to express themselves.

(Slavin) Co-Operative Learning: What Makes Group Work Work?

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Having students work in groups can be enormously beneficial or it can be of little value. So how can teachers ensure they make best use of this classroom tool? One researcher set out to analyse different kinds of co-operative learning approaches reported in research (all experimental studies involving control groups taught using traditional approaches) to find the key to effective learning through group work.

He found two kinds of co-operative learning methods:

 structured team learning (characterised by individual accountability, which means that team success depends on individual learning, and rewards to teams based on the learning progress of their members); and

 informal group learning methods (which are more focused on social dynamics and discussion).

The evidence showed that team rewards and individual accountability were essential elements for enhancing achievement. It isn’t enough to simply tell students to work together; they must have a reason to take one another’s achievement seriously.

(Ross) Disengagement From Education Among 14-16 Year Olds

Link: 
http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RR178.pdf
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It is estimated that between one fifth and one third of all young people aged 14-16 are disengaged from education. This has well documented implications for the young person and the wider society, including poor labour market opportunities and the risk of being not in education, employment or training (NEET). Other associated negative outcomes are teenage pregnancy and drug use. Engagement is crucial because of recent legislation raising the participation age for education, first to 17 by the year 2013, and then 18 by 2015.

Using data from the Longitudinal Study of Young People in England (LSYPE), the researcher carried out a quantitative analysis of disengagement from education among 14-16 year olds. They identified four different kinds of engagement and explored when as well as why some young people disengaged.

The study will be of interest to teachers, leaders, parents and policy makers wishing to explore the issue of disengagement amongst 14-16 year olds. In particular it will help them consider the factors contributing to disengagement and the strategies which might help to encourage continued engagement in school.

(Powell) Sustaining Pupil Engagement In Literacy Lessons

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Why are children highly motivated and engaged in some classes, but not others? What causes pupils to go off-task? To find out, the researchers of this US study analysed literacy lessons in classes of children aged 5-8 years from 13 primary schools in which there was considerable off-task behaviour.

The researchers found that lack of engagement was not simply a case of poor classroom management and discipline, but a reflection of the way in which literacy was taught. A number of key factors led to low engagement. These included pupils experiencing lack of choice, challenge, control over their own learning, and opportunities to work with other pupils. Off-task behaviour was particularly apparent during lessons in which pupils were expected to conform to certain prescribed procedures and undertake closed tasks. Such lessons also had an adverse effect on pupils’ feelings of success and the teachers’ relationships with their pupils.