Reading Time: Approx 3mins
By Dr Gary Jones
Being a teacher is hard enough, without spending unnecessary amounts of time on practices that just don’t make any real kind of an impact. It’s not enough for an intervention or practice to have merit, it needs to be ‘worth it’...
Reading Time: Approx 4mins
By Dr Gary Jones
A major challenge for anyone interested in the use of research within both schools and the wider education system is to try and make some kind of judgment about the trustworthiness and quality of research...
Reading Time: Approx 3mins
We know only too well the transformative power a good teacher can have. Where would we be without the positive influence of our favourite teachers?...
Reading Time: Approx 4mins
By Greg Ashman
I suspect I would struggle to find a teacher who has never heard of ‘differentiation’. Exhortations to differentiate are ubiquitous in schools and from school leaders...
Reading Time: Approx 4mins
By Philippa Cordingley, Paul Crisp & Steve Higgins
We are planning a barbeque in our new house next weekend and we want to know if it’s going to rain. We look at the weather forecast and it tells us there’s a 25% chance of rain...
Reading Time: Approx 4mins
By Rob Coe
In part 1 of this series of blog posts, I set out some of the recent criticisms that have been made by researchers such as Wiliam, Simpson and Slavin about the use of effect sizes to compare the impact of different interventions and the resulting problems in combining them in meta-analysis...
Reading Time: Approx 4mins
By Rob Coe
Since I became a researcher in the late 1990s, I have been an advocate of using effect size and meta-analysis for summarising and combining results from research.
It seems hard to imagine now, but back then, both approaches were well outside the mainstream of educational research practice and were neither widely used nor understood by most education researchers, let alone policymakers or teachers...
Reading Time: Approx 4mins
By Sue Holt
The GCSE and IGCSE results have been published so no doubt there have been celebrations, commiserations and, in some cases, recriminations.
So what factors should schools consider when looking at the results?...
Reading Time: Approx 3mins
By Mark S. Steed, Director, JESS, Dubai
This week sees thousands of students receiving their GCSE results.
Now is also the time when many anxious parents hope that their children have the best possible exam results that will allow them to progress to sixth form or college, and join the path they hope will take them to university and into successful and fulfilled employment...
Reading Time: Approx 4mins
“Without continual growth and progress, such words as improvement, achievement, and success have no meaning.” - Benjamin Franklin.
With A Level and GCSE results days fast approaching attention once again turns to progress, and discussion about impact...