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The Impact of Educational Practice

24 May
  • What is the impact of educational practice?
  • To what extent does educational practice affect pupil progress and or teacher (lecturer) ability?
  • What practices are most effective?
  • What is, “outstanding educational practice?”
  • How is ‘outstanding’ measured?

2014 NCUEA Fall Conference: Thirty Years of Accountability Deserves an F

8 Jan

2014 NCUEA Fall Conference: Thirty Years of Accountability Deserves an F.

School, College, Business, Commerce and Industry Accountability

28 Mar

Should British schools and colleges be measured not only on their GCSE results but also on their pupils into FE/HE, pupils into careers and pupils into apprenticeships and those onward Business, Commerce and Industry establishments be measured on their retention rate to help establish sustainable economic growth?

And should education be as “obsessed” with quality career guidance as it is with Maths, English and Science?

Senior Leaders in Schools and Colleges

26 Mar

Should the SLT, (Headteachers, deputy heads, assistant heads) and those with teaching and learning responsibility spend more time in the classroom leading by example on how to teach effectively and what an outstanding lesson looks like? Being observed by other staff rather than observing and “leading” by precept?

Women in Engineering and Manufacturing

26 Mar

How do we ensure more young women look at Engineering and Manufacturing apprenticeships with a view to a lifelong career?

If you were advising Government on how to get more young people into Engineering and Manufacturing apprenticeships – What’s your advice?

Pupil Assessment

26 Mar

Developing outstanding assessment, how is it done?

What is assessment ?  How is it done best? (How should it not be done?)  What/who is being assessed? Why is it done? How is it used? What does the assessment tell us?

Can pupil assessment, either classroom or whole school affect pupil or school performance positively or negatively?

Behaviour for Learning Intervention Strategies

1 Sep

Have Behaviour for Learning Intervention Strategies Positively Affected Pupil Learning and Performance? Are promoting good behaviour and learning engagement two are separate strategies which should operate in conjunction? My hypothesis is, if poor / negative behaviour can be reduced or removed from the classroom, the attainment of the whole cohort and individual pupils can be improved; this is not to exclude those pupils exhibiting poor behaviour from education, but to isolate the effect of their negative behaviour on themselves and others, by working with these pupils, (and their parents/carers) promoting good behaviour and engagement in learning for more positive outcomes.

How is this Not a National Scandal? 9 of 10 Students Affected by Chicago School Closings are Black

8 Mar

Dispatches from the Underclass

An investigation by the Chicago Sun-Timesreveals that 90 percent of students affected by public school closings in Chicago are African American, a rate that doesn’t match up  with the city’s racial demographics (only 41.7 percent of the district’s student population is black).

School closings are the latest trend among privatization and charter school advocates who seek to dismantle public education (and teachers unions) to turn a profit. So far they’ve been largely successful because it’s happening on the backs of poor black communities who the national press have all but ignored since their inception (think great migration and white flight).

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Pupil Voice

8 Mar

Can pupil voice have a positive impact on pupil performance?

Classroom Assessment

29 Oct

Do current classroom assessment techniques motivate pupils to learn who have “additional” learning needs?

Some pupils have varied educational needs which limited their learning, the needs include behaviour support, attention deficit (sometimes accompanied by) hyperactivity disorder; and are often “school phobic”. Their behaviour in “mainstream” classes often causes them to be removed from the classroom and their peers and tutored in isolation or in small groups. These pupils may not have had access to the learning skills which the main group of pupils had and so can their assessment in particular assessment for learning impact on their motivation to learn?