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UK Child Well-being in the Pandemic
It is no surprise to hear the recent news that the child well-being in the UK is of concern: nearly a year on from the first lock-down children have found themselves in a new world. Since the day in March 2020 when the Prime Minister announced all of us – including school pupils – must…
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Building A Culture of Mentoring: How We Are Doing It
“I feel that this year more than ever, the mentor has a crucial role in supporting the students through their placements. Schools are just not the same as ‘usual’ and I feel it is the role of the mentor to support the students even more during these strange times.” Hallam Mentor Recently we have been…
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The research gap- why does some evidence gain influence in education while some disappears?
There are some ideas that seem to catch alight as they move around the education profession and the wider public. One of these is ‘the word gap’.
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‘Doing data differently’- now open for visitors!
One thing that we’ve learned from the current pandemic – if we didn’t already know it – is that data can be powerful. And of course, it’s not just data but visualisations of data that make a difference. Just a fortnight ago heat maps of COVID-19 infection in different regions and graphs showing projected numbers…
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Is there a role for universities in developing Early Years services? A reflection after two years of South Yorkshire Futures
Sally Pearse, Strategic Lead for Early Years for South Yorkshire Futures at Sheffield Hallam University. My background in the early years has been driven by my belief that high-quality early years provision and services are a vehicle for social justice and transforming children’s outcomes. However, since moving full-time into Higher Education lecturing at Sheffield Hallam…
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Supporting the region’s STEM teachers: Professional learning built on collaboration, enquiry, innovation and trust
The Wipro Teacher Fellow and Teacher Mentor Programme is an evidence-based, individualised programme of professional learning designed to improve primary and secondary teachers’ confidence, motivation and capability in one or more of the STEM subjects.
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Flouting the rules on Covid-19: Things the Government could learn from schools about behaviour management
With ‘lockdown’ well-established, no-one can be in doubt about Government rules and guidelines. However, only recently the BBC News reported anti-social behaviour being on the increase. There will be those who always misbehave, however, daily I see larger than permitted groups of, I am sure, ‘normally law-abiding citizens’ gathered, playing, or simply enjoying the recent…
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Covid-19 and the Battle for the Control of Teaching
Since the start of the Covid-19 crisis, there has been a strong wave of public support for key workers and this has included teachers; for example, they are explicitly mentioned on the front page of the clap for our carers website. However there are widely differing views about the crucial role of schools and teachers…
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Thinking about NQTs in the Covid Era
Covid-19 has brought such a range of challenges for everyone working in the education sector. This includes an important group who are feeling very vulnerable right now – those who are about to become Newly Qualified Teachers. We all know that education is going to be one of the most important features of the rebuilding…
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05 Nov 2019; Turning the tide of BAME experiences: A call for waves not ripples
The recent report published by the EHRC1 (2019) ‘Tackling racial harassment: universities challenged’ has once again illuminated issues of racial discrimination in HE, ranging from explicit mistreatment to micro-aggressions. This is now a familiar story that recounts the negative experiences of BAME2 students in universities across the country. The EHRC (2019) study found that a quarter of ethnic minority…
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