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Be interesting. It’s on the Syllabus.
Those terrible twins curriculum and assessment often leave science teachers frustrated at the compromises they are forced to make. We would like our students to be deeply engaged and learning about the applications of the science. But in practice we have little time for deviating from the straight and narrow. What if things were different?…
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An alternative perspective on the physics teacher shortage
At present there are two issues in physics education making media headlines. The first, the critical shortage of specialist physics teachers in England; the second, the persistently low number of girls choosing A level physics. Is it possible that these two, seemingly separate issues might, in fact be linked and that by making inroads into…
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Dialogue, Depth and Doing a Master’s? Working with teachers on research
I’m doing a lot of work at the moment working with schools and teachers on engaging with research evidence with colleagues in the SIOE, and it’s made me think about this issue and in particular the crucial importance of collaboration and dialogue. If I asked you to imagine teachers engaging with research, you’d probably come…
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‘Good’ behaviour at school – not so good at home?
Note – this is not applicable to all individuals with autism, nor all schools!!! Regarding autism and whether it is possible for children to display different behaviours at home compared to school – this is something that over the years probably hundreds of parents have asked me about. So often the message is a…
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The perfect role model; beyond the usual suspects
The adage, “it takes a village to raise a child” has rarely been more apt than in its application to current educational setting. Schools are more influential in the social development of children than ever before and the need for powerful role models both inside and outside of the classroom is of critical importance. But…
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Enhancing Access, Improvements for All: Working Towards ‘Inclusive’, ‘Accessible’ Research
Len Barton reminds us that the concept of ‘inclusive education’ is a slippery one: not so much an ‘end’, but a process of “responding to diversity” “listening to unfamiliar voices, “being open, empowering all members and about celebrating ‘difference’ in dignified ways”[1]. So too is ‘access’ complex and often contradictory. Sometimes what makes an event…
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Academic referencing: Wikipedia, Lenny Henry and the future of academic sources
Outside my university I was met with an advert for a fast food chain which was clearly focused on the student population. The advert boldly stated ‘you’re not allowed to use Wikipedia as an essay reference’. A statement which initially raised a smile in me but got me thinking, while ten years ago I would…
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A blueprint for the future? Counselling in Schools
Departmental advice for school leaders and counsellors March 2015 As a doctor of counselling and psychotherapy of some 27 years practice I was particularly interested to read the recent DfE report around counselling provision in schools. The report sets out to outline the Governments aspirations for counselling and mental health provision in schools for 2020.…
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When is an NQT not an NQT? Trials and tribulations for post-16 PGCE graduates
At the end of another phone call from a confused head teacher, I find myself pondering the challenge that our PGCE in Post-16 and Further Education graduates face as they take their first steps into employment. This stems from the disjointed management of our education system at Government level, where a 16 year old in…
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Universities, schools and a system in flux – looking back on Carter and looking forward to the future of Initial Teacher Education in England
Sam Twiselton (Director Sheffield Institute of Education) had the below entry posted on the BERA Blog in September 2015: In 2014 I was part of the Carter Review of ITT – an experience that was rewarding, intense and often stressful. I met a student teachers, mentors, heads, university and school based tutors, NQTs and RQTs;…
Got any book recommendations?