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Does listening to music help or hinder revision.pdfDoes listening to music help with revision?
Does listening to music help with revision?
Not according to this recent review of the evidence...
Student perceptions of marking and effective assessment techniques
Student perceptions of marking and effective assessment techniques
According to John Hattie and Shirley Clarke in Visible Learning Feedback (Sage 2019) positive teacher estimates of achievement are among the most powerful of tools to influence student performance.
This goes to the heart of why feedback, properly done, is so effective in improving outcomes. The slideshow has some interesting ideas to change our approaches to assessing, grading and marking, putting the emphasis squarely on positive feedforward and peer-led critiquing to foster the spirit of learning without limits.
Rosenshine principles of instruction.pdfRosenshine's principles of instruction
Rosenshine's principles of instruction
Click on the PDF to view the research
GDST-Girls-Only-Perspectives.pdfWhy (and how) girls thrive in girls-only schools
Why (and how) girls thrive in girls-only schools
Kevin Stannard's research based on work with Cambridge University offers compelling evidence for the value of girls-only education and the benefits of the GDST approach.
GDST Educational Research site
GDST Educational Research site
This is a practitioner-led collaboration space, where we share knowledge and learn from each other. Visit regularly to keep up to date with the latest research findings from across our family of GDST schools and partner networks.
Visit the GDST ED Research site here
The monthly educational research bulletins are here on the same site.
GDST_The-Girls-Futures-Report-2022.pdfGDST Girls' futures report
GDST Girls' futures report
This is a landmark study of 5,000 students to find out how they feel about what lies ahead for them in their personal and professional lives. The findings are based on the survey responses from the nationally representative sample of girls from across the country.
Responses from GDST girls are analysed separately, and results show very clearly the benefits of the education we provide, with GDST girls outperforming other girls in their resilience, their desire for leadership and their confidence in speaking out. This evidence is reported in the updated GDST report, Why (and how) girls thrive in girls-only schools.
Edutopia - research newsletter
Edutopia - research newsletter
The edutopia newsletter comes out every month as a free digest of useful research. You can sign up for it on the edutopia website, which is a brilliant source of support for teachers and leaders in schools.
Learning theories and cognitive psychology
Learning theories and cognitive psychology
Here is a short slideshow with some great ideas from Daniel Stanford. There is lots more about learning theory in firefly!
https://northamptonhigh.fireflycloud.net/professional-development-pages/
Eight-Strategies-Robert-Marzano-and-John-Hattie-Agree-On.pdfHattie and Marzano
Hattie and Marzano
Robert Marzano and John Hattie have both reviewed research into what teaching strategies make the biggest difference to students’ results. While they used different methods and terminology, they agreed on these 8 powerful strategies.
Also have a look at the 2nd video with a really quick overview of 'what works' (and what doesn't) from Hattie.
Teacher expectations and student achievement
Teacher expectations and student achievement
You may have read Dr Lee's blog on the Pygmalion effect. She references the paper linked below. The paper demonstrates that When teachers expect students to do well and show intellectual growth, they do.
Hester de Boer, Anneke C. Timmermans & Margaretha P. C. van der Werf (2018) The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis, Educational Research and Evaluation, 24:3-5, 180-200
Times Education Commission final report June 2022.pdfTimes Education Commission report 2022
Times Education Commission report 2022
The Times Education Commission has published its final report, a comprehensive inquiry into the UK's education system.
The report follows a year-long review chaired by Rachel Sylvester and took evidence from more than 600 experts across fields including business, the arts and education. Its conclusions include a 12-point plan and 45 recommendations to transform education and assessment in the UK.
The Education Policy and Research Service (formerly Bristol University Document Summary Service)
The Education Policy and Research Service (formerly Bristol University Document Summary Service)
The School of Education at Bristol University produces education, policy and research summaries each month. These 'Bristol summaries' provide succinct and manageable overviews of the latest releases from a variety of sources. The service began in 1989 and has a large subscriber base of schools, local authorities, universities, educational consultants and many other national bodies with a professional interest in schools and schooling. In an information and data driven age, and with the huge increase in education policy and guidance, the service was born out of a need for a one stop source providing timely, relevant and condensed overviews of key educational documents.
The summaries are available through a GDST-wide subscription. View all of the latest summaries here in the GDST Educational Research site. The links include our unique subscriber access code, however if required please enter the following: 63648D15
A reminder that the education handbook, the Bristol Guide, is now available in hard copy and PDF. Subscribers can claim a discount of 10%.
Feedback/marking - a digest of what works and doesn't work
Feedback/marking - a digest of what works and doesn't work
Sandringham reseach school have produced this helpful (and short!) guide to what makes good feedback and why marking using grades doesn't improve outcomes.
HMC report 2021 the state of education.pdfHMC report on the state of education
HMC report on the state of education
The report looks at attitudes to education and the changes in approach and direction that will best support pupils in the 21st Century. Includes a proposal to remove GCSEs and to look at assessment in a more holistic way.
What is intellectual character?
What is intellectual character?
Click through to this section to find out more about this area, including the ideas of Jane Simister and the Future Smart system and the school's thinking skills agenda.
Northampton High School Action Research update March 2021: link here to find out more about our current cross-phase action research project.
Dr Craig Mertler on action research:
https://www.youtube.com/watch?v=UChUJTAUiWU&t=566s
What-Should-Schools-Teach.pdfWhat should we teach?
What should we teach?
A great insight into current thinking on pedagogy and the curriculum, broken down into subject areas, by some of the best researchers around!
Multiple motes and other musings
Multiple motes and other musings
Click on the picture to read Debbie's piece about the value of Mote for feedback and to find out more about the difference between marking and feedback.
Click on the picture to read Debbie's piece about the value of Mote for feedback and to find out more about the difference between marking and feedback.
Webinar - What really works in high performing schools?
Webinar - What really works in high performing schools?
Discover the research behind learner success
Discover the research behind learner success
This was a firefly webinar, looking at what high performing schools find really works in terms of their learners’ achievement, school processes and digital engagement. Please click here for the link.
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