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:
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.
Four FE colleges in different parts of England explored strategies for leading the local education system in preparation for greater devolution to city regions following the model started in Greater Manchester. Through the lens of various leadership methodologies (but particularly Design Thinking) our college leaders worked with key stakeholders to flag the opportunities, the challenges and some ways forward
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
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.
This report draws on a range of published research and other evidence to address the question “what are the characteristics of high quality professional learning for practitioners in education?” Our main interest is in the features of professional learning, for teachers and their leaders, which lead to benefits for their pupils and students but we also looked at the quality of the experiences for the teachers and leaders themselves. In addition, we examined the literature for evidence about the relative merits of professional learning delivered by direct, face-to-face methods in comparison to distance/online learning approaches
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.
