Tag Archives | schools

smashed piggy bank

Schools in an age of austerity

How might the likely post-general election funding squeeze effect schools? Sam Freedman, Director of Research, Evaluation and Impact for Teach First and former Policy Advisor to Michael Gove, explores the consequences, concluding it could force schools to make some significant decisions regarding their futures. Over the course of the last Labour Government schools saw huge […]

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Montage of workplace faces and images

Supporting teachers in their role: making the case for formal supervision in the workplace

The challenges that children and young people face in their everyday lives clearly have an impact on their ability to access and engage with their learning. And listening and attending to these issues is part of the daily work of many education professionals…At best this can be exhausting – at worst the ability of teachers […]

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tree roots

Avoiding Newspeak: Why we need the critical voice of Higher Education in Initial Teacher Education

Given that teachers in schools can be positioned principally with being policy enactors and that education policy tends to be deeply implicated in political imperatives, some alternative perspectives are required if the thinking in schools is to evolve beyond the constant bending to policy initiatives…

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parent and child

Time to get serious about research around parental engagement with schools

A strong argument has been emerging for some time that there is a concerning lack of rigour underpinning much of the research in this area. The proliferation of research and practical wisdom that declare how strong and effective relationships between schools and parents will improve achievement and make our children happier may actually be built […]

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message in a bottle in sandy beach

The debate about Birmingham Schools shows us we need to rediscover the wider purpose of education

How can schools effectively challenge radical extremist discourses without teachers who have confidence in exploring issues of national identity and cultural diversity, shared values, human rights and democracy? To consider these soft or second order educational aims is to fail to recognise the role schools play as community institutions and it undermines community capital to […]

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