This is a category description, not often used but extremely handy in my opinion! Just enter it where you create or edit categories.
Video Duration: Approx 24mins
presented by Professor Rob Coe
"Teaching is far and away the most important of all professions. Teachers make more difference to more people's lives, in a way that more people feel passionate about... what they do really matters." - Professor Robert Coe, Director, CEM.
The new professional body for the teaching profession, The Chartered College of Teaching hosted their inaugural conference in London on Thursday 16th February...
Reading Time: Approx 3mins
Christine Merrell, Head Teachers' Roundtable Summit, 2nd Feb 2017
I was asked to speak about the future of primary assessment in relation to learning and accountability at the Head Teachers’ Roundtable Summit in London on 2nd Feb. The summit offered an opportunity to debate matters that enable schools to thrive and flourish, and was clearly an important forum, attracting over 200 delegates...
Reading Time: Approx 3mins
by Dr Lee Copping
Low attainment is acknowledged to be one of the most serious problems in mathematics education.
The proportion of the very lowest attaining students at the end of Key Stage 3 has roughly doubled since the 1970s. This group now constitutes about 15% of the Year 9 cohort and these students have difficulty answering even basic questions about core ideas...
Reading Time: Approx 2mins
Professor Peter Tymms, Director of iPIPS, CEM and School of Education, Durham University
This week’s PISA results show that England’s performance has hardly changed since the last round of assessments in 2012. Indeed, England’s results and the results of most other countries have remained pretty stable since PISA was introduced by the OECD in 2000...
Reading Time: Approx 4mins
by Stephen Tierney
This blog post is taken from the first part of a presentation Stephen Tierney (@leadinglearner) gave at the Learning First Conference in Sheffield on the 5th November 2016, with an introduction by Rob Coe.
"I already knew about Stephen from his blogs and twitter posts, so I had high expectations before I first heard him speak. I was not disappointed. He was able to make something...
Reading Time: Approx 3mins
Enabling wider access to Higher Education by Laura da Costa
In June of this year, a team of CEM researchers, at Durham University, travelled to Leicester for the NEON Summer Symposium. The National Education Opportunities Network (NEON) was founded in 2012 as a professional organisation supporting those involved in widening participation (WP) to higher education (HE)...
Reading Time: Approx 3mins
by Stephanie Raine
Do you avoid maths at all costs?
How do you feel when working out your change, splitting a bill between friends, or helping with your child’s homework?
I’m sure we can all recall witnessing children avoid eye contact, squirm in their seats or completely freeze when presented with a maths problem. On the other hand, maybe this is your reaction...
Reading Time: Approx 3mins
The summer holidays are finally here and offer a long awaited break after SATs, GCSEs and A-levels. There has been a raft of changes which have hit schools during the last few months such as examination reforms, new Ofsted frameworks and changes to baseline assessment in primary schools.
Despite all the uncertainty which schools are facing due to these issues, there is some breathing space for teachers to read around recent research and innovations and plan ahead during the holiday...
Reading Time: Approx 3mins
by Professors Christine Merrell and Peter Tymms
Last week saw the publication of the new online and open-access report, Understanding What Works in Oral Reading Assessments. Produced collaboratively by the UNESCO Institute of Statistics, the Global Partnership for Education and the William and Flora Hewlett Foundation, the report contains an important chapter, ‘Assessing Young Children: Problems and Solutions’, co-authored by CEM’s Director of Research, Professor Christine Merrell and iPIPS Director, Professor Peter Tymms...
Reading Time: Approx 5mins
Professor Robert Coe, June 2016
I give a fair number of talks to groups of teachers and school leaders on the subject of connecting educational research with their practice. Often I will mention a particular book, such as John Hattie’s Visible Learning, Graham Nuthall’s Hidden Lives of Learners or Dylan Wiliam’s Embedded Formative Assessment, and ask if anyone has read it. I have learnt that it is rare for more than a handful of my audience to say yes; I confess I am repeatedly disappointed...
Reading Time: Approx 3mins
by Dr Lee Copping
New research from CEM shows that the length of a child’s name is not predictive of future academic attainment.
There are few who would dispute that the ability to write one’s own name acts as a gateway for future literacy abilities. Previous research in education however has suggested that the length of a child’s name may be predictive of future academic attainment (Treiman, Kessler and Bourassa, 2001)...