Category: Blog

Research case study: Shifting students’ beliefs about how much study is normal

11 October 2018

Too many year 11 students as they approach their Christmas mocks and summer exams, do too little personal revision (outside of school organised revision sessions). Conversely, others will get very anxious about not doing enough. This is often based (incorrectly) on how much revision they think their peers do. […]

Author: James Crane
Posted on: 11 October 2018
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Metacognitive reading strategies for the English Language GCSE

30 September 2018

By Andy Tharby English is a subject that requires that students know and practise a wide range of strategies for planning, monitoring and evaluating their work. The reading sections of the two GCSE English Language papers, for example, require the mastery of a range of metacognitive processes: reading for meaning; annotating a text; choosing relevant […]

Posted on: 30 September 2018
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Being Brain Aware: How an understanding of the adolescent brain could improve outcomes for secondary schools

27 September 2018

Recently, neuroscientist Sarah-Jayne Blakemore’s Inventing Ourselves: The Secret Life of the Teenage Brain has come to the fore in the world of educational research. In this book, Blakemore shares findings from research on how the brain changes and develops during adolescence (adolescence in this context starting at approximately at the age of 11 or 12 […]

Author: Fran Haynes
Posted on: 27 September 2018
Posted in: Blog, News

Effective flashcards

19 September 2018

As with many teaching and learning tools, flashcards will be nothing new to most teachers.  Many of us (myself not included sadly) will have revised for our own exams with lovingly created decks of brightly coloured card.  Perhaps it is surprising then that there is not a huge volume of research regarding their effectiveness. Classic papers by Dunlosky, Rosenshine and others […]

Author: Chris Runeckles
Posted on: 19 September 2018
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What does an evidence-informed school look like?

10 September 2018

As a network of Research Schools, we are spending a great deal of time working with schools from all over the country, to help them become more ‘evidence-informed’. Whilst doing so, it’s important that we step back and think about what we are trying to achieve. What are the ‘active ingredients’ of an evidence informed school? […]

Author: Shaun Allison
Posted on: 10 September 2018
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EEF Blog: Grouping pupils by attainment – what does the evidence say?

7 September 2018

Danielle Mason, Head of Research at the Education Endowment Foundation, unpacks the evidence on grouping pupils by attainment. […]

Author: Danielle Mason, Head of Research, EEF
Posted on: 7 September 2018
Posted in: Blog

Subject Planning and Development Sessions

28 August 2018

This post describes how Durrington has used evidence around effective CPD to plan fortnightly ‘Subject Planning & Development Sessions. […]

Author: Shaun Allison
Posted on: 28 August 2018
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Working Together in 2018-19

23 July 2018

On behalf of all of the Durrington Research School Team, we would like to say a very big thank you to all the teachers and leaders that we have worked with in our first year as a research school. Whether it has been at one of our training programmes, twilights, conferences or a school visit, it has been a real privilege to hear how schools are engaging with evidence informed practice. […]

Posted on: 23 July 2018
Posted in: Blog, Uncategorized

Developing a ‘Disciplined Inquiry’ Approach

19 July 2018

Earlier this month I was fortunate enough to listen to John Tomsett talk about how Huntington have developed a ‘disciplined inquiry’ approach to teacher appraisal.  This is a way of encouraging teachers to think deeply about how they are going to improve their practice.  You can read more about the approach Huntington have taken, in this blog […]

Author: Shaun Allison
Posted on: 19 July 2018
Posted in: Blog, Uncategorized

Research Bites: Purposeful Practice

12 July 2018

What does it mean? Purposeful practice is practising at the edges of your capability.  It involves setting a clear goal, having several steps planned towards meeting that goal and getting regular feedback as you progress. What does the evidence tell us? “So here we have purposeful practice in a nutshell: Get outside your comfort zone but do it in […]

Author: Chris Runeckles
Posted on: 12 July 2018
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