Research paper

The challenge of maths and English teaching in the Further Education and Skills Sector in England

Files: 

coverCUREE was commissioned by the Education & Training Foundation to research the key issues in the teaching of maths and English in the sector. Conducted very rapidly and in partnership with EmCETT we interviewed policy makers and experts, reviewed the international research evidence and consulted leaders and practitioners across the sector. We think the report provides a fascinating window into how maths and English teachers and their leaders are thinking about the new level 2 challenges. The full report is published here now and will also be available on the Foundation website shortly.

How to choose the right source for your sources

TES, CPDCUREE CEO Philippa Cordingley's first column in a new fortnightly series aimed at helping teachers to become more research informed has just been published in the TES. TES subscribers can read the full article here (england.magazine.tes.com), and Twitter has already been abuzz! 

The article includes links to a number of useful websites hosting accessible research to help grow colleagues' capacity for research and evidence-informed practice, and you can find a helpful summary of these below:

RfT - Carl Rogers and Classroom Climate

Link: 
Files: 

There's an old saying in teaching, 'Don't smile before Christmas' (meaning 'don't show your nice side before you've shown them who's boss'). But Carl Rogers' work led him to believe passionately that teachers should do precisely the opposite. He believed that teachers should seek to create emotionally warm, supportive environments in which they worked collaboratively with their students to achieve mutual goals.

Purpose and Quality of Evidence of Education in England - evidence for select committee

Files: 

On the 30th November, 2015, The Education Commitee launched and inquiry into the purpose of and quality of education in England. As a part of the inquiry a call for written evidence was made that addressed the following points:

  • What the purpose of education for children of all ages in England should be
  • What measure should be used to evaluate the quality of education against this purpose
  • How well the current education system performs against these measures

 

Further information about the inquiry can be found here: http://www.parliament.uk/business/committees/committees-a-z/commons-sele...

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

Files: 

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.

(Stone) Building Mathematics Skills In A Vocational Context

Files: 

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.

(Smith) Engaging Learners Through Use Of Questioning And Feedback

Files: 

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.