…there is a real mismatch between what teachers, leaders and policy makers feel research should do and what it actually does…Engaging with theory is difficult and bringing it to bear on real classrooms is even more so, but this does not mean we should abandon it.
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Of course most teachers and schools are good (and the best always realise they can improve). But some aren’t; and, however much support they’re given, will never be. And they can do enormous damage….
…the government needs to use a lot more carrot and a lot less stick. A belief that you can force schools to improve leads directly to a culture where you demand that they do and punish if they don’t…Governments need to let go of the command and control model and replace it with a faith […]
Spending on the pupil premium is due to rise to £2.5 billion in 2014-15 and it is billed as one of the coalition’s key progressive initiatives. However, effective implementation and informed evaluation of the policy’s impact require clear aims. At present, mixed messages risk compromising this valuable initiative’s success…
As I suspected you do see the fairly obvious benefits of publishing and collecting data. Your real concern – shared by plenty of others – is how the data is used by Government for the purposes of accountability…But the right question isn’t “does accountability have any negative effects” but “do the positive effects of accountability […]
I completely agree that all schools should use data to improve their teaching and learning – this is absolutely vital…I haven’t met many educationalists who don’t think schools should generate data; it seems the main focus of disagreement is what to do with it.
On March 19th I was one of the one hundred signatories of a letter suggesting that the draft curriculum was too dependent on dry facts, over-prescriptive, untrusting of teachers and narrow. We feared such a curriculum would demotivate many children by failing to develop their interests, hamper their ability to think critically and creatively and […]