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Imagine this scenario…

by | 22 Jul, 2013 | Newsletter, Research, September 2013, Teachers

Dr. Jonathan Sharples explores evidence based practice. The headteacher of an inner–city primary school is stuck. She has just had a meeting with her senior management team to discuss how they can do more for their struggling readers. On the positive side, everyone...

Evidence in to action – winning hearts and minds

by | 3 Jul, 2013 | Advice, Research

Much has been made of the need for teachers and politicians to make greater use of evidence when practising in the classroom and making policy. Oddly, both sides of almost every debate manage to pull some evidence out of their hat and then lambast the other side for...

Creating a research-engaged education system (2nd of 2)

by | 4 Jun, 2013 | Research

In the first part of this blog I set out the issues around creating a research-engaged teaching profession and looked at the challenges around aspirations, expectations, knowledge and skill, and focus. In this second part I will examine some more of the challenges and...

Creating a research-engaged education system (1 of 2)

by | 25 May, 2013 | Research, Teachers

It has become a truism among many commentators and policy makers that we should be creating a more research-engaged teaching profession and a more practice-engaged research profession. For example, Ben Goldacre opens his recent report for the Department for Education...

Does more teaching mean higher achievement?

by | 18 Apr, 2013 | Opinion, Research

The Telegraph reports that Michael Gove has declared that he wants to cut the length of school holidays in order to improve standards. I’ve plotted a graph of the number of hours that teachers spend teaching per year (from OECD TALIS data) against their average...