Are Teacher-Assessed Exam Grades Accurate Enough ?
Howard Sharron looks at the controversy over teacher assessed grades and the likelihood of bias and inconsistencies
How To Incorporate Dialogic Teaching Strategies In The Classroom
In the second of three articles on Oracy, Sarah Davies explores the power of dialogic teaching.
Harnessing EdTech As A Catalyst For Change And Improvement
Pheasey Park Farm Primary School in Walsall, West Midlands found that EdTech transformed their school and its OFSTED rating. Here Sarah Morgan, Assistant Head Teacher, shared her school’s journey and some of the tips they can pass on to others
Establishing A Whole Class Feedback Model
Marking children's work with individual comments on their papers is not just hellishly burdensome, the gain is very limited and in some cases even counter-productive. Elen Harris researched a different way.
How To Use Research-Informed Teacher Development To Achieve School Improvement
Maria Cunningham and David Weston report on their investigation into the conditions that enable teachers to draw on educational research to secure school improvement impact
Do you think I’m Sexty? Profile and Prevalence of Sexting in UK Boys
The continuing increase in sexting rates among adolescent boys within the United Kingdom has heightened the need to understand the discourse of sexting. Jon Needham reports on his major longitudinal study of the problem
UK’s Huge Languages Skills Deficit Revealed By Erasmus Exit
By deciding to withdraw from the EU’s world leading international education exchange programme ‘Erasmus+’, the UK has undoubtedly shot itself badly in the foot. Simon Sharron writes how this Brexit 'surprise' serves to underline again the lamentable state of language learning in the UK.
Local Authority and Regional Consortia Support for Schools and PRUs in Response To COVID-19
The scope of this thematic report includes the extent of the support provided to schools and PRUs by local authorities and regional consortia during the pandemic.
Refuge and Risk: Life Online for Vulnerable Young People
Some children are to up to seven times more likely to meet particular dangers over the internet than their non-vulnerable peers.