Category: Blog

Reflections on day two of “Using the EEF toolkit to address disadvantage in coastal areas”

7 February 2018

On Tuesday this week 16 teachers from coastal schools met for the second time this year to reflect, discuss and consider how we can best use research evidence to address disadvantage in our contexts.  As with all our Durrington Research School training, the course has been spread across three days, one in each academic term.  […]

Author: Chris Runeckles
Posted on: 7 February 2018
Posted in: Blog
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Research Bites: Feedback

29 January 2018

Feedback provides information about how the learner is doing relevant to defined goals. Feedback fills a gap between what is understood and what needs to be understood by the learner; the main purpose of feedback is to reduce the discrepancy between these two states. […]

Posted on: 29 January 2018
Posted in: Blog
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Insights into assessment from ‘What Does This Look Like in the Classroom’

24 January 2018

A must read for any teacher wanting to become more research-informed. With chapters on topics like literacy, behaviour, motivation and technology, the book features a series of interviews with notable education researchers, theorists and practitioners. […]

Posted on: 24 January 2018
Posted in: Blog, Evidence
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ASK THE EXPERT – CARL HENDRICK

19 January 2018

We ask Carl Hendrick, Head of research, Wellington College, “What does evidence informed practice mean to you?” […]

Posted on: 19 January 2018
Posted in: Blog

The role of evidence in addressing recruitment, retention and workload issues

18 January 2018

There is no doubt that as a profession we are facing a recruitment and retention crisis. An article in the TES last month revealed that teacher recruitment is down by a third. Alongside this, research carried out by the NFER has highlighted the fact that retaining working age teachers is getting harder. […]

Author: Shaun Allison
Posted on: 18 January 2018
Posted in: Blog
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Research Bites – Elaborative Interrogation

16 January 2018

This is the process of prompting students to generate an explanation for an explicitly stated fact. This usually involves an explanatory prompt (from the teacher, peer or self) in the form of a question e.g. “Why does it make sense that….?”, “Why is this true…?”, “Why is [X] true and not [Y]?”, or just very simply “Why?” […]

Posted on: 16 January 2018
Posted in: Blog
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Research Bites – Worked Examples

11 January 2018

Put simply, a worked example is a completed (or partly completed) problem that students can see and refer to while they are working on a similar problem. […]

Posted on: 11 January 2018
Posted in: Blog, Evidence, Uncategorized
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Research Bites – Retrieval Practice

3 January 2018

Put very simply, retrieval practice is the act of having to retrieve something from your memory (often with the help of a cue). […]

Posted on: 3 January 2018
Posted in: Blog
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Happy New Year from the Durrington Research School

20 December 2017

On behalf of all of us at the Durrington Research School, we would like to take this opportunity to thank you for your support and engagement, during our first team as a research school. […]

Posted on: 20 December 2017
Posted in: Blog

What have we learnt after one term of being a research school?

15 December 2017

It’s been a busy first term here at the Durrington Research School. So what have we learnt so far about helping schools, teachers and leaders to engage with and use the evidence that is out there? […]

Author: Shaun Allison
Posted on: 15 December 2017
Posted in: Blog