British Educational Leadership, Management and Administration Society 40th Anniversary
Tue, 14 May Megan Crawford, former Chair of BELMAS, and Panayiotis Antoniou attended the BELMAS 40th Anniversary Reception at the House of Commons on May 7th, where they were speakers.
BELMAS is an educational charity which aims to provide a distinctive, independent and critical voice in the pursuit of quality education through effective leadership and management.
One of the invitees, Ross McGIll, Assistant Head at Grieg Academy London, wrote the occasion up on his TeacherTookit blog - it also tells the unusual way he met Megan!
Collaborative research with a school in Qatar
Tue, 07 May Mark Winterbottom and Elaine Wilson together with Alan McMurdo of the Thomas Deacon Academy have won a grant to engage in collaborative research with a school in Qatar.
The study forms part of a school improvement process initiated by Al Khor International School, and engages teachers in the process of action research.
The research study begins in October 2013.
Teaching comprehension strategies using animated film
Wed, 01 May Fiona Maine has been awarded a small Cambridge Humanities Research Grant to explore the use of animated films in the teaching of comprehension strategies to primary-aged children.
The project involves five partner primary schools and will run over the summer term, with an afternoon conference for research participants (children and teachers) in July. The research has also attracted funding from Filmclub, a national educational charity.
Play, Learning and Narrative Skills (PLaNS)
Wed, 01 May David Whitebread, Mary Anne Wolpert and Helen Bradford have been awarded a grant by the LEGO Foundation to research the potential role of constructional and pretence play in the development of metacognition and narrative skills in primary-aged children.
This two-year project will involve working with Year 1, 3 and 5 teachers from three local primary schools. Writing well-structured fictional and non-fictional texts is a key skill within the primary English curriculum, and one which causes difficulty for many children. This research builds on earlier work by the research team, and will investigate the effectiveness of a newly-designed intervention in supporting children's learning in this area.
The Research Associate on the project is Marisol Basilio (firstname.lastname@example.org) who can be contacted for further information.
The Guardian discusses the Cambridge PGCE Course and the uncertain future of the teaching training
Tue, 30 Apr The illustrious secondary PGCE course is one of those facing an uncertain future after the government's changes to teacher training, the Guardian interviews Elaine Wilson who runs the renowned PGCE for secondary teachers.
View the full article on the Guardian Website
Cambridge in Africa - Funding Opportunity
Thu, 18 Apr The Cambridge in Africa Programme is inviting applications from principal investigators in the University of Cambridge to apply jointly with a partner in a Sub-Saharan African university or research institution, for grants from the Cambridge-Africa Alborada Research Fund.
This fund was established to help researchers from Sub-Sahara African institutions and the University of Cambridge, across all disciplines, to initiate or strengthen collaborations, by providing funding for research costs. Amounts for eligible activities include: - research costs (including fieldwork and equipment: £1,000-20,000) - travel funds for exchange visits (up to £2,500) - research training activities (e.g. setting up a course/workshop in Africa: up to £5,000). The closing date for receipt of applications is Wednesday 1st May 2013. Further details are available through the Centre for Commonwealth Education website.
More on the Cambridge in Africa Programme...
Cambridge in Africa
Centre for Commonwealth Education
Cambridge in Africa Programme pdfs:
TPD in Crisis Series: Open Educational Resources in sub-Saharan Africa
Thu, 18 Apr Sara Hennessy and Bjoern Hassler are participating in an online forum on Teacher Professional Development in Crisis: How can we give teachers in fragile contexts the learning they want and need?
The forum brings together international experts, practitioners, and teachers to address the poor quality of professional development available to many teachers across the world, and aims to build an online community around research, ideas and strategies so hlep teachers everywhere to get high-quality professional development.
This three month special forum is hosted by the Inter-Agency Network for Education in Emergencies (INEE).
Educational Achievement, Language Education and Disadvantage (EALead)
Wed, 10 Apr Madeleine Arnot, Michael Evans and Yongcan Liu are collaborating with Dr. Claudia Schneider from the Faculty of Family and Community Studies at Anglia Ruskin University on a project funded by the Bell Foundation. The year-long research brings together a multi-disciplinary team of researchers with expertise in second language education, migration, sociology and community studies to investigate and improve the educational outcomes of children with English as an additional language (EAL). The findings of the research are expected to contribute to the development of EAL practice in schools and to the social integration of children from immigrant communities. Further information can be found on the EALead website.
Government enthusiasm for educational research is offered a qualified welcome
Mon, 25 Mar Last week the Department for Education published a paper, 'Building Evidence into Education' by Dr Ben Goldacre, on the importance of research and evidence-based practice to teaching as a profession. The Royal Society of Chemistry's 'Education in Chemistry' invited Dr Keith S Taber of the Faculty of Education to comment on the DfE paper.
Taber welcomed the general message of the Goldacre paper as being broadly supportive of longstanding thinking within education, although he warned that the paper over-emphasised the potential of randomised trials given well-recognised difficulties with using such approaches in educational settings.
Taber also expressed a concern that an important argument in the DfE paper that teachers should be taught about educational research processes in their initial teacher education - something that is already an integral part of Masters level postgraduate courses based in University - School partnerships - would be undermined by government intentions to shift more teacher preparation to school-based on-the-job training.
National Curriculum Proposals Consultation Event
Thu, 21 Mar Stefano Pozzi, Assistant Director, Department of Education, will be attending this open event, held by Cambridge Primary Review Eastern Regional Network. You will have an opportunity to express your views or concerns directly to him as a senior representative of the DfE.
22nd March 2013 10.30-12.00 Auditorium, Mary Allan Building, Faculty of Education. Flyer pdf.
All are welcome, with no charge for attendance, but please contact Penny Coltman by email if you plan to attend.
Assessing Children's Spoken English - new funding
Mon, 18 Mar Neil Mercer and Paul Warwick have been awarded a grant from the Educational Endowment Foundation to work with School 21 in East London to develop a tool for assessing children's capabilities in using spoken English, across a range of contexts.
They will also provide advice on aspects of oracy in relation to the design and implementation of the School 21 curriculum and the training of teachers. The grant is worth £106k and will last for one and a half years.
Sustaining Teachers' Professional Growth
Thu, 07 Mar This international seminar was the second in a series that has brought together practitioners, researchers and policy-makers committed to enhancing the development of the teaching profession. They are planned by Leadership for Learning: the Cambridge Network (LfL) together with Education International (EI), the Organisation for Economic Co-operation and Development (OECD) and Open Society Foundations (OSF). After the success of the 2012 seminar on the Future of the Teaching Professional, the agreement to hold a second demonstrated a shared recognition that system-wide teacher policies are vital to the success of education in every country.
The 2013 seminar on Sustaining Teachers' Professional Growth was intended to pursue in greater depth some of the areas explored at last year's seminar. It examined how governments, school communities and wider societies, alongside teaching professionals, can create the optimum conditions for sustaining teachers' professional growth so vital to enhancing the learning of children and young people.
The timing of the seminars is not accidental, organised as they are immediately prior to the Annual Summits on the Teaching Profession. They are intended to strengthen the discourse on the future of teaching and teachers which the Summits focus on at a government and teacher organisation level.
A report on the event and podcasts from each session can be found at LFL Cambridge Seminars. the sessions are also available on iTunesU and The University SMS.
This year's seminar, as with last year's, was made possible by the generous support of the Open Society Foundations.
Book Launch: Teachers Learning: Professional Development and Education - Edited by Colleen McLaughlin
Fri, 22 Feb
Teachers Learning: Professional Development and Education is part of The Cambridge Teacher series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.
Funding Opportunity: CCE Reciprocal Visiting Scholar Fellowships 2013
Tue, 19 Feb CCE are pleased to announce the launch of a Fellowship programme intended to support the pursuit of collaborative research between the Faculty of Education in Cambridge and colleagues in Commonwealth countries.
The fellowship would offer funding towards travel and accommodation for a visiting to scholar to come to Cambridge for up to one month, and for the Cambridge academic to make a reciprocal visit.
Further information is available on the CCE website.
Book Launch: Art, Education and the Built Environment
Fri, 15 Feb 26th February, Room 2S8, DMB, time 17.00-19.00
The seminar will present Dr Catherine Burke's recently published book 'A Life in Education and Architecture. Mary Beaumont Medd 1907 -- 2005', and Professor Rhor will talk on the subject of Outstanding American Women: Shaping Chicago's Public Schools through Murals in the early 20th Century. About the book
Times Higher Education Review
Book Launch: Teacher Education and Pedagogy Theory, Policy and Practice - Edited by Michael Evans
Wed, 13 Feb
This book is part of The Cambridge Teacher series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development. Teacher Education and Pedagogy focuses on teacher education through key themes of research, theory, policy and practice feeding into critical discussions of transformative processes of teacher education policy and planning.
Assessment for Learning across International Contexts - ALIC
Fri, 01 Feb The ALIC project, carried out by Paul Warwick and colleagues in Cambridge Assessment and CIE research, is reported in the Autumn/Winter edition of BERA’s Research Intelligence (BERA Research Intelligence 2012).
The project sought to extend earlier understandings around AfL by gathering evidence across a range of national contexts, using an adapted version of a survey tool employed by James and Pedder (2006). A range of publications are currently being prepared.
Book Launch: Professional Knowledge in Music Teacher Education
Fri, 01 Feb Internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around knowledge, practice, professionalism, and learning and teaching in music as well as considering how all these elements are influenced by economic, cultural and social forces.
The book will appeal to those interested in the development of appropriate professional knowledge and pedagogic practices in music teacher education.
Edited by Eva Georgii-Hemming, Örebro University, Sweden, Pamela Burnard, University of Cambridge, UK, and Sven-Erik Holgersen, Aarhus University, Denmark.
Sample pages for published titles are available to view online. Click here to link directly to the Ashgate web catalogue page for this book.
To order, please click here. All online orders receive a discount.
Cambridge team help prepare students in Kazakhstan to be independent 21st century learners
Tue, 29 Jan The Centres of Excellence programme of in-service education for teachers has been developed in collaboration with the University of Cambridge Faculty of Education and expert colleagues in Astana. The overall aim of the Centres of Excellence programme is to work alongside Kazakh educators to prepare teachers in the public school system so that the young people of Kazakhstan will become critical independent learners who will be able to flourish in the 21st century. The Cambridge team have written a three level programme introducing new approaches to teaching and learning so that the trainers are then capable of developing knowledge and practice of teachers throughout the regions of Kazakhstan. The three levels are designed to meet teachers' individual needs for implementation and
leadership of change various stages of their career and position within the school.
Contact Elaine Wilson for more details
Book Launch 29th January 2013: A Common Wealth of Learning
Tue, 22 Jan Book Launch: To be held at the Faculty on Tuesday 29 January 2013, Room GS4, 18:00-19:30
A Common Wealth of Learning: Millennium Development Goals Revisited Edited by John MacBeath and Mike Younger, Published by Routledge.
Arising from the Centre for Commonwealth Education's 2010 conference on Millennium Goals Revisited: Transforming Teaching, Learning and Leadership in Commonwealth contexts, A Common Wealth of Learning uses a series of far reaching case studies from Commonwealth countries, to examine what the colonnial legacy has left us with and how to achieve progress.
The Book Launch will include short presentations on some of CCE's current initiatives.
Further information available from Talks.Cam.
Book Launch: New Chemistry teaching book considered 'indispensable'
Tue, 22 Jan A new book with major contributions from Faculty of Education academics has been described as "absolutely indispensable to all teachers of chemistry" in a review in Education in Chemistry, the periodical for teachers of chemistry published by the Royal Society of Chemistry.
The book is a new edition of the Association for Science Education's guidebook to 'Teaching Secondary Chemistry' (published by Hodder Education, 2012) and it is also an Open University Set Book.
The book was edited by Dr Keith Taber, who also wrote several of the chapters; and it also includes a chapter contributed by Elaine Wilson. The book discusses and exemplifies principles of effective chemistry teaching, informed by research, for both new and more experienced science teachers.
Transformational Peace Education - 21st Century
Mon, 21 Jan Hilary Cremin's talk on Transformational Peace Education in the 21st Century which she gave in Sept 2012 at the International Conference on Peacebuilding through Education in New York, is now on YouTube: