Michael Fordham has written two interesting blog posts on research methodology (and methods) Part 1 here and Part 2 here. I started to write a comment to Part 1, realised it was a ridiculous length, and then wrote most of this, before spotting Part 2. So I added a bit, et voila! I may possibly […]Read More Doing a Masters in Education Part 1a
With Tom Bennett giving evidence to the Carter Review of Initial Teacher Education here and here, which I hadn’t realised was forging ahead so quickly, I thought I probably ought to finally get round to writing a blog post that has been gestating in my head for a while. I don’t think it terribly likely […]Read More The Carter Review and the future of ITT
This is the fourth in a series of posts on the Festival of Education at Wellington College and the second post on Rob Coe’s talk. The first is here. #EducationFest No.1: Play up, play up, and play the game #EducationFest No.2: More root than trunk #EducationFest No.3: A research-based, constructivist view? Moving on from the […]Read More #EducationFest No.4: How will we know?
This is the third in a series of posts on the Festival of Education at Wellington College. #EducationFest No.1: Play up, play up, and play the game #EducationFest No.2: More roots than trunk #EducationFest No.4: How will we know? Rob Coe is currently occupying the position, shared perhaps only with Dylan Wiliam, of a Colossus […]Read More #EducationFest No.3: A Research-based, Constructivist View?
As the concept of research-based practice grows in stature within the teaching community in the UK, and to some extent amongst policy-makers too (when it suits them), the relationship between academics and teachers has regularly come under the spotlight. ResearchEd 2013 is possibly the most prominent recent example with ResearchEd Midlands on the horizon. I […]Read More Educational Research: Too much, too little, too often?