How do Children Learn History?
Wed, 16 Apr University Senior Lecturer, Christine Counsell appeared on Adam Smith's 'How do Children Learn History?' airing on BBC Radio 4 on Tuesday 15 April 2014.
Christine Counsell is a leading teacher trainer and assisted with the drafting of the revised history curriculum last year.
To listen again, please visit: http://www.bbc.co.uk/programmes/b040hy5k
Fun at the Festival
Tue, 08 Apr The Faculty took part in the University's Science Festival on Friday 14 March 2014. During the day we welcomed 57 children aged 2 - 5 and 37 accompanying adults to the Faculty for a hands-on event called 'Making Friendshapes'. Children took part in lots of activities about shapes and patterns.
Adults toured the Psychology Laboratory, signed up for research involvement and found out about the courses offered by the Faculty.
In the evening, staff, students and members of the public filled GS4 to hear Professor Christine Howe’s talk entitled:
'When babies know so much about the physical world, why is school science so difficult?'.
Questions were in abundance and the audience were thoroughly engaged with the topic. Thank you to all staff and students who helped out with the Festival events.
Have a look at our PDF poster to see pictures of the event.
Counselling MindEd, funded by Dept of Health, just launched in Westminster
Mon, 07 Apr This evidence based e-Learning programme contains modules authored by Carol Holliday, Tracey Fuller, Clair Lewoski and Fiona Peacock.
Counselling MindEd aims to support school and youth counsellors.
Elaine Wilson presented the Faculty’s position at recent Westminster Forum...
Fri, 04 Apr Elaine Wilson presented the Faculty’s position at the recent Westminster Forum:
The future for Initial Teacher Training, teacher supply and professional development.
Around 200 delegates attended the event at the Royal Society on the 1st April.
The audience included: Members of Parliament, representatives from the National College, DFE, media, schools and other higher education providers of Initial Teacher Education.
Follow up article in the TES
Just published in the Journal of Trainee Teacher Education Research
Thu, 03 Apr The Journal of Trainee Teacher Education Research (JoTTER) is an on-line journal published by the Faculty of Education to share some of the best examples of PGCE students' research undertaken on professional placements.
The journal has just published:
"The discrepancy between pupils' self-concept and academic attainment, its variance with age and the relationship between self-concept and motivation" by Edward Gorman, one of last year's PGCE cohort.
The paper may be read at external link: http://jotter.educ.cam.ac.uk/volume5/083-116-gormane/
The journal contains a range of examples of classroom-based studies carried out by PGCE students on both the Early Years/Primary and the Secondary partnership PGCE courses.
As part of their preparation for entering the teaching profession, PGCE students learn to engage with, reflect on, and critique, the research literature on education, and develop the skills of undertaking small-scale classroom enquiry that allow teachers to address problems and evaluate innovations in their own classrooms. The papers published in JoTTER report enquiries undertaken in partner schools that are motivated by a reading of the literature and an identification of issues of importance to teaching and learning. The post-graduate students collect, analyse, and consider the implications of, data in the context of the schools where they are placed to work with teachers and classes to develop their professional understanding of classrooms and schools and their practical skills as new teachers.
World Book Day Faculty Celebrations
Thu, 03 Apr Thank you to all who joined in with our World Book Day celebrations at the Faculty, raising £66.78 for Booktrust and Storybook Dads.
We created a Faculty 'Bookworm' in the street, enjoyed literary themed cakes, recommended new reads, swapped books with others and shared in Storytime together.
Have a look at our PDF poster to see pictures of our activities and costumes
Play, Learning and Narrative Skills Exhibition
Mon, 31 Mar On Wednesday 26 March, David Whitebread, Marisol Basilio and Georgina Seymour presented an exhibition stand about the Play, Learning and Narrative Skills (PLaNS) project at the annual Cambridge Enterprise 'Ideas to Reality' conference, held at the Hauser Forum on the West Cambridge Research and Development Park. This project is a collaboration between the Faculty, the Lego Foundation and three local Partnership primary schools.
The meeting was addressed by the university Vice-Chancellor, Professor Sir Leszek Borysiewicz, who expressed his delight that enterprise links were now being supported within the arts and humanities in addition to the natural sciences. In his discussion with the project team, he expressed his interest in and enthusiasm for the project, and for the importance of the playful pedagogy it so clearly demonstrated.
Book Launch: Developing Interactive Teaching and Learning Using the IWB by Sara Hennessy, Paul Warwick
Mon, 10 Mar
Do your students tune out from the IWB? No matter how 'whizzy' you make the technology, do you have trouble engaging them? Would you like some ideas to support a more interactive approach to using the IWB, so that your students are more motivated and involved in your lessons?
The aim of this resource is to support a more interactive approach to using the IWB, especially in whole-class teaching. Research into classroom practices shows that more interactive approaches - in particular engaging pupils in dialogue and discussion - promote better learning. This resource offers practical support and examples that help develop teaching practices that are more productive for learning, focused around the use of the IWB.
Educational Video Resources - Science and Plants for Schools
Mon, 10 Mar Over the last month, Mark Winterbottom, Gail Webdell and Chris Graham have been movie-making.
They've been working with Storycog productions to create educational videos to accompany SAPS' (Science and Plants for Schools) practical resources.
SAPS produce outstanding resources for secondary and primary plant science teaching. A group of sixth form students from Cambridge's Long Road Sixth Form College also took starring roles!
The advantages for children's development of play
Thu, 06 Mar David Whitebread has been invited to contribute articles and interviews to various media outlets on the topic of children's play in support of National Science and Engineering Week (March 14-23).
This event is organised by the British Science Association, and is intended to raise public awareness and understanding of science. As part of this, articles have so far appeared in three different publications, reaching rather varying communities. The first appeared in the Sunday Telegraph on the 16th February, entitled 'Want your child to be a success? Quit scheduling and let them play freely'
The second publication appeared in the February edition of 'Prima Baby & Pregnancy' magazine (available from all good newsagents, another highlight of David's academic profile!) headed 'Take a Risk', setting out the advantages for children's development of risky play. Then articles on 'The Science of Play', setting out the range of play types that humans engage in, and how these can be supported by parents playing with their children, are appearing in 5-6 regional editions of 'Families' magazine during March and April.
Highlighting Education's multi-faceted Cambridge course
Tue, 04 Mar Sixth-formers from schools across the country were welcomed to the Faculty for a one-day visit designed to give a taste of studying at Cambridge as well as an introduction to Education as an academic discipline.
"The students threw themselves into some really tricky topics and all of the lecturers were really impressed by them".
Jacqui Howard, Schools Liaison Coordinator, Faculty of Education.
The day included sample lectures from the Education course, a tour of a Cambridge College, and the opportunity to debate controversial issues in education with students from other schools.
Invitation to the first Faculty SLTeachmeet: Unlocking Potential! Friday 7th March, 5pm - 7pm, Faculty of Education
Tue, 25 Feb A group of Senior Leadership teachers from local schools in Cambridge are organising a 'teachmeet' along with faculty staff from SUPER and LfL. This is an opportunity for all of us interested in education to take the lead, share practice, discover new ideas, network and be inspired all during the course of one CPD-fuelled evening! Anyone can get involved, share great ideas they've trialled in their schools, ask important questions or simply sign up to take part in discussions about teaching and learning. The twist with an #SLTeachMeet is that all talks will be leadership-themed. You do NOT have to be in an SLT/SMT to attend!
When: 4.30pm (for a 5pm start) - 7pm, Friday 7th March 2014. Room GS5, Donald McIntyre Building, Faculty of Education. How to reach the Faculty.
All welcome. Refreshments served. Free to attend but places are filling up fast. For more information and to sign up please visit our wiki page here:
Welcome to Professor Pauline Rose
Mon, 24 Feb The Faculty would like to welcome Professor Pauline Rose, who takes up her position as Professor of International Education.
Professor Rose joins us from UNESCO, and will be the Faculty's Director of International Initiatives.
Invitation to Book Launch: Reflective Teaching in Schools
Mon, 24 Feb Leadership for Learning invites you to a presentation of the new edition of Reflective Teaching in Schools (4th Edition), the definitive textbook for reflective classroom professionalism, written by Andrew Pollard in collaboration with his colleagues from the Faculty of Education: Kristine Black-Hawkins, Gabrielle Cliff Hodges, Pete Dudley, Mary James, Holly Linklater, Sue Swaffield, Mandy Swann, Fay Turner, Paul Warwick, Mark Winterbottom and Mary Anne Wolpert.
Launch: 4.30pm (for a 5pm start) - 7pm, Wednesday 5th March 2014. Room GS4, Donald McIntyre Building, Faculty of Education. How to reach the Faculty.
All welcome. Free to attend. Wine and nibbles served.
Please email firstname.lastname@example.org to register.
Teacher learning and Lesson Study in Mathematics - new research project
Thu, 20 Feb 'Teacher learning and Lesson Study in Mathematics Higher Order Teaching and Learning'. Funded by the London Schools Excellence Fund, the Lesson Study project is concerned with raising standards attained in the new curriculum mathematics by creating a self-sustained Lesson Study community of teachers and Lead Mathematics Practitioners.
In collaboration with Camden Local Education Authority in London, the University of Cambridge Faculty of Education research team will carry out a detailed analysis of teacher talk in Lesson Study, and develop measurement instruments to identify teacher learning patterns and teacher learning outcomes.
The research team are Neil Mercer, Maria Vrikki, Paul Warwick and Jan Vermunt.
Leadership for Learning Most Significant Change Ghana Project Launched
Thu, 13 Feb Sue Swaffield and Louis Major led a two-day research capacity building workshop for colleagues from the University of Cape Coast (UCC) in Ghana, funded by the Cambridge-Africa Alborada Research Fund, with matched support from the Commonwealth Centre for Education (CCE).
They introduced the participatory monitoring and evaluation approach known as 'Most Significant Change' (MSC) technique to the thirteen participants, who will now go on to use MSC technique in partnership with a number of schools in the field. MSC was contextualised to the CCE's/UCC's Leadership for Learning (LfL) Ghana initiative established in 2009.
Sue and Louis also visited LfL schools, and held discussions with potential users of a mobile phone-based system that it is intended will support the expansion of the LfL Ghana programme. Further information...
Sharing free resources
Tue, 11 Feb Open Educational Resources (OER) from the Faculty are available at our wiki site oer.educ.cam.ac.uk
The site features teaching and learning materials from a number of projects, including: ORBIT (interactive teaching in STEM, with and without technology) and OER4Schools (a professional learning programme for African teachers).
These are all OER, so we encourage you to use, share, and adapt those resources. Users can request logins to our wiki to collect and adapt existing resources.
Cambridge Migration Research Network
Wed, 05 Feb The University of Cambridge is casting a spotlight on Migration: Professor Madeleine Arnot and Professor Loraine Gelsthorpe, Co-Convenors of the new Cambridge Migration Research Network, discuss the Network’s rationale and aims, and our preoccupation with the impact of migrant populations.
"Cambridge is well placed to advance our knowledge about the reasons and causes, the impacts and consequences, of moving populations within and across national boundaries" .
Immigration and migration have become symbolic of the 21st century. Ban Ki-moon, Secretary-General of the United Nations (UN), called this century the “new migration age”, a second stage of globalisation, the first being the movement of goods and capital...full article.
Dame Alison Peacock
Tue, 04 Feb Alison Peacock, a longstanding associate and friend of the Faculty, particularly in respect of her work with the Cambridge Primary Review, and Learning without Limits project, was recently made a DBE in recognition of her services to education. This is wonderful news and the Faculty extends its congratulations to Alison.
The letter of notification, that was prepared by the Cabinet Office, announced the news saying: "Alison Peacock led The Wroxham Primary School in Hertfordshire out of special measures to Outstanding status. Her school is now a Teaching School with 67 schools within its alliance.
A passionate advocate of primary education, her publications include the book Creating Learning without Limits, which describes the transformative leadership of The Wroxham School based upon her philosophy and trust in children’s capacity to learn and grow.
She also jointly established and led the nationally influential network for the Cambridge Primary Review, across twelve centres at universities across the country."
Empowering the Children's and Young People's Workforce
Tue, 04 Feb On Wednesday 29th January 2014 an 'innovative and accessible core textbook' for those studying on professional work-based programmes was launched at the University of Derby by the editor, Dr Simon Brownhil, a Senior Teaching Associate in the Faculty of Education.
The textbook, written in collaboration with academics at the University of Derby, is designed to enrich the initial and continuing professional development of practitioners and those training across the 0-19 sector by developing the professional knowledge, practical skills and core values needed to work effectively with children and young people.
The textbook covers a broad range of issues including conducting ethical research, work-based reflective practice, working with parents, carers and the community, and supporting children and young people with additional needs. The textbook is supported by a free companion website featuring student and instructor resources. Reviews of the book suggest that it is 'clearly written', 'engaging', 'insightful' and 'never dull'!
Empowering the Children's and Young People's Workforce, published by Routledge (David Fulton), is now available (ISBN: 978-0-415-51740-9, £21.99).
Sir Herbert Read Award for Lifetime Achievement
Mon, 03 Feb The International Society for Education through Art (InSEA) has bestowed on Richard Hickman the Sir Herbert Read Award. The award will be presented in July at the InSEA World Congress in Melbourne.
The Sir Herbert Read Award is a lifetime achievement award for arts education in any context. It is given at each of the World Congresses in which an individual can be selected who has made significant lifetime contributions to arts education in schools and society, in his or her own country or throughout the world.
The purpose of the Sir Herbert Read Award is to acknowledge life-long contributions that have extended over a substantial period of time as a part of the career contributions that an individual has made to education through art. Previous recipients of the Sir Herbert Read Award have included: Brian Allison (1993), Elliot Eisner (1997), Ana Mae Barbosa (1999).
Valē, Peter Mitchell
Tue, 28 Jan Peter Mitchell, who died on 20 January, aged 85, came to work for the Department of Education in 1974. There he became responsible for Secondary PGCE training in Religious Education and subsequently also made a major contribution to the teaching of Philosophy of Education, initially on the B.Ed course and then on the B.A.
He was still teaching in the Faculty well into his seventies - and had been for many years a Fellow at Hughes Hall. More...
University of Cambridge Training School to provide Primary Education in North West Cambridge
Mon, 27 Jan The Department for Education has today supported the application by the University of Cambridge to establish a University Training School as part of its North West Cambridge Development. The University of Cambridge Training School (UCTS) will have an explicit focus on research-based exemplary teaching and learning practice.
The first priority of the school will be to provide a high-quality primary education to all its pupils. In addition, as a University Training School, the school will be closely linked to the University of Cambridge's Faculty of Education and will join the well-established network of partner schools which work together to provide a PGCE programme that is rated by Ofsted as outstanding.
Professor Peter Gronn, Head of the Faculty of Education, said: "We are delighted with this announcement and that the UCTS will proceed..." FULL DETAILS
Education at Cambridge Taster Day for Year 12 students
Thu, 16 Jan The Education at Cambridge Taster Day is a free event in Cambridge for academically able Year 12 students from state schools and colleges.
The day aims to provide prospective students with a taste of what life as an undergraduate Education student at the University of Cambridge would be like.
Students will experience the teaching methods used by university academics and gain an insight into the facilities available at the Faculty of Education, whilst meeting students from across the UK.
Please see the Flyer for further information and eligibility.
Therapy with Children and Young People: Integrative Counselling in Schools and other Settings
Tue, 14 Jan In this book Colleen McLaughlin and Carol Holliday clearly articulate the approach to child therapy that they have developed over many years at the Faculty.
The book includes contributions from the current course tutors and a past student. They have drawn together the latest research; provided a solid ground in developmental theory; explored the contextual and professional issues of working in school settings and offered clear practice examples.
Faculty of Education Accredited Counselling Programme and
Cambridge Forum for Children's Emotional Well-being
Jan Vermunt elected Professorial Fellow at Wolfson College
Mon, 09 Dec Jan Vermunt has been elected Professorial Fellow at Wolfson College. Wolfson College is the most cosmopolitan college in the University of Cambridge, with postgraduate students and mature students from throughout the world.
The Fellowship aims to further strengthen the relationship between the Faculty of Education and Wolfson College.
Report published by the Advisory Committee on Mathematics Education
Thu, 05 Dec ACME launched its report on the professional development of teachers of mathematics on 28th November.
It sets out the priorities for the professional development of teachers of mathematics against a changing policy landscape. It makes recommendations for improving professional development in order to meet the mathematical needs of all learners.
The project was led by Jennie Pennant; Steve Watson carried out a policy analysis for the preparation of the report and Tim Rowland also contributed to the project.
Working out our future together: Four steps towards ending global poverty
Wed, 04 Dec Working Out Our Future Together a four-part manifesto for fighting global poverty, which aims to build on the achievements of the Millennium Development Goals when they expire in 2015, has been published by the Humanitarian Centre in Cambridge.
With a foreword by the Vice Chancellor, Sir Leszek Borysiewicz, the report includes contributions from Professor Madeline Arnot and Dr Nidhi Singal. The guiding principles at the heart of this report are:
Poor and marginalised groups should shape development strategies;
Solutions cannot be one-size-fits all, and must be devised with complexity in mind;
Efforts should be made to ensure that development strategies are adding value for the people they seek to help;
Everyone needs to be mobilised to take action on poverty, and related global challenges.
CSCP Trainer wins prestigious award and is 'Texan with Character'
Mon, 02 Dec One of the Cambridge School Classics Project's teacher trainers, Donna Gerard, in North America, has been chosen as a CBS 'Texan with Character'.
Donna also received a Merita Award from the American Classical League earlier this year and has previously been named Teacher of the Year. CSCP and Cambridge University Press are funding the work of a number of teacher trainers in North America who are helping teachers to develop their students' reading competence in Latin.
See Donna at work in the classroom (Viewers should expect a short advertisement before the clip from CBS news runs.)
Festival of Ideas: Success as Faculty of Education hosts a week of events
Thu, 28 Nov From Monday 28th October - Friday 1st November, the Faculty of Education hosted a week of events as part of the University's annual Festival of Ideas. Over the week, 475 people attended the events - 269 people attended the evening sessions from Mon - Thurs, and on Friday we welcomed 124 children and 82 accompanying adults into our building.
Huge numbers of people commented on how lovely the building was and how they had always wondered what went on in here. It was a wonderful opportunity to engage with the public and let them know about who we are, the huge range of study programmes and research we have happening here and the fantastic building in which we work. The events themselves received equally positive feedback, with levels of interest and interaction far beyond anticipated levels.
To find out what exactly what went on and to see the spectacular array of photos, please see our dedicated web page.
Cambridge School Classics Project's work covered by Sunday Times
Tue, 26 Nov This week's Sunday Times featured Cambridge School Classics Project's work doubling the number of secondary schools offering Latin.
The article also touched on CSCP's use of digital technologies to democratise access to education about the ancient world.
(To read full article visitors need to pay).
Faculty's International Visiting Scholars publish first book on Student Voice in Italian
Thu, 21 Nov Faculty of Education Visiting Scholar, Dr Valentina Grion (University of Padua, Italy) and The Jean Rudduck Visiting Scholar, Professor Alison Cook-Sather (Bryn Mawr College, Pennsylvania) have announced the publication of their edited book, Student voice Prospettive internazionali e pratiche emergenti in Italia.
Based on contributions to the Faculty's international seminar series on Student Voice held at the Faculty over the past 3 years, the book has a foreword by Professor John Gray and a keynote chapter by Julia Flutter, and includes a paper by Professor Michael Fielding (Institute of Education, University of London).
This year's Student Voice seminar, held in June, brought together scholars, teachers, policy makers, and students from Australia, Brazil, Canada, Denmark, England, Ireland, Italy, New Zealand, Northern Ireland, Scotland, The Netherlands, Spain, Sweden, and the USA. During the seminar, participants presented works-in-progress integrating student perspectives and participation into the development of educational practices and reform.
This year's activities built on the foundation of the last two years' seminars, conceptualised to honour and extend the student voice work pioneered by the late Professor Jean Rudduck.
Bye-Fellows: two Faculty academics elected
Richard Hickman awarded Pilkington prize for outstanding quality and approach to teaching
Fri, 25 Oct Richard Hickman was one of thirteen to be honoured for the outstanding quality and approach to their teaching.
The Pilkington Prizes were initiated by Sir Alastair Pilkington, the first Chairman of the Cambridge Foundation, who believed passionately that the quality of teaching was crucial to Cambridge’s success.
This year’s recipients received their awards at a ceremony attended by Vice-Chancellor Professor Sir Leszek Borysiewicz and Lord Watson of Richmond CBE, the University’s High Steward.
“Richard Hickman is held in the highest regard by his students, past and present, who have described him as ‘an inspirational character’ whose teaching is ‘consistently exceptional’. He draws on his unique combination of skills as an accomplished painter and educational researcher to provide engaging teaching for the PGCE course in Art and Design, and the MPhil in Arts Culture and Education.”
Full article: http://www.cam.ac.uk/for-staff/news/2013-pilkington-prizes
Professor of International Education appointed
Thu, 24 Oct The Faculty of Education is delighted to announce the appointment of Dr Pauline Rose to the Professorship of International Education. Currently, Dr Rose is stationed in Paris where she is the Director of, and lead researcher for, the UNESCO Education for All (EFA) Global Monitoring Report (GMR). Previously, she was Reader in International Education at the University of Sussex.
Dr Rose has significant research experience in Education and International Development, with particular regard to the areas of educational inequality, gender and poverty; national and international education policies and practices for reaching the marginalised; the role of the state and non-state providers in education; and, the financing and governance of education. Her leadership role in EFA has entailed the launch of the GMR in a number of nations, in conjunction with the heads of UN agencies, national ministers of education and a range of other senior level policymakers.
How people can use language to think creatively and productively together
Tue, 22 Oct Interthinking: putting talk to work, by Karen Littleton and Neil Mercer, has just been published by Routledge.
Written in an accessible and jargon-free style, it draws on an interdisciplinary range of research to explain how people can use language to think creatively and productively together.
Challenging purely individualistic accounts of human evolution and cognition, it provides analyses of real-life examples of collective thinking in everyday settings including workplaces, schools, studios and online interactions.
It is relevant to academic researchers, postgraduates and undergraduates on Education and Psychology courses, and to practicing teachers. It will also appeal to anyone with an interest in language, creativity and the role of psychology in everyday life.
For further details and purchasing information:
Interthinking: putting talk to work
Book Launch: Teaching Secondary Chemistry 2nd edition by Keith Taber
Fri, 18 Oct
This book will provide invaluable support whether you are a newly-qualified science teacher, an experience teacher of chemistry who wants to extend the range of strategies and approached used, a biologist or physicist who has to teach chemistry, or a student training to be a teacher.
For further details and purchasing information:
Teaching Secondary Chemistry 2nd edition
Book Launch: Classroom-based Research and Evidence-based Practice 2nd Edition by Keith Taber
Fri, 18 Oct
This refreshing Second Edition offers a helpful overview of educational research for those training to be teachers, or setting out on classroom-based research projects. The book illustrates the nature and logic of the research process, and supports readers in critically evaluating the strengths and limitations of published studies.
For further details and purchasing information:
Classroom-based Research and Evidence-based Practice 2nd Edition
A whole week of Faculty events for the Festival of Ideas 2013
Fri, 18 Oct The Faculty is putting on a week of events as part of this year's Festival of Ideas, with evening talks from the teacher, author and TES behaviour guru Tom Bennett, and the Faculty's own Professors John MacBeath and Anna Vignoles, all three of whom will also sit on a panel alongside John Gray, Alison Peacock and Mary James for a 'question time' style event looking at who is really in charge of changes in educational policy and practice. The week will conclude with a family day filled with activities including music, drama, art, language, poetry and stories. The events run from Monday 28th Oct - Friday 1st Nov. More information and timings can be found on the attached flyer or from the Festival of Ideas website, www.cam.ac.uk/festival-of-ideas.
Launch of ZAPP (Southern African Poetry Project)
Thu, 10 Oct ZAPP is a joint-project of the Centre for Commonwealth Education (University of Cambridge) and the University of the Witwaterrand, Johannesburg, (WITS) and will be officially launched at several prestigious events in South Africa next week.
Georgie Horrell and Rosslyn Hudson will represent the Cambridge team at Poetry Africa, and the Melville Poetry Festival (20 October) is hosting the inaugural ZAPP launch on 20th October in addition to the WITS ZAPP launch which will feature readings from eminent South African poets and presentations by accomplished educators. A number of up and coming South African poets will be performing.
A sister project of the Caribbean Poetry Project, ZAPP will also work with the Poetry Archive to make recordings of southern African poets and poetry available online.
Please visit zapp.educ.cam.ac.uk/news/ and follow the project on Twitter and Facebook.
Book Launch: Education and Schooling Myth, heresy and misconception (John MacBeath)
Tue, 08 Oct
The French have a saying ‘plus ça change plus c’est la même chose’. The English colloquial equivalent ‘same old same old’ conveys a sense of the inevitable, a reminder that if we haven’t learned the lessons of history we are doomed to repeat them. In over half a century, what have we learned about education, about schools as places for education, about learning and teaching and the relationship between them? What have we learned about policy making and the policy process? Has the growing impact of globalisation informed or constrained radical change?
For further details and purchasing information:
Education and Schooling Myth, heresy and misconception
Response to DfE consultation on primary assessment and accountability
Tue, 08 Oct In today's Guardian you will find a short report of the response to the Department of Education consultation on primary assessment and accountability submitted by the reconvened UK Asessment Reform Group. Given the importance of the issues, Professor Mary James decided to reconvene this group under the auspices of BERA.
See also the full response and covering letter to Michael Gove.
Cambridge Primary Review Trust Launched
Mon, 07 Oct On Monday 23rd September 2013 at The British Academy, London. The Cambridge Primary Review, supported by the Esmee Fairbairn Foundation and led by Professor Robin Alexander, reported in 2009 after a 4 year research project with extensive contributions from many Faculty colleagues.
The Review has now entered a new phase and has been re-launched as The Cambridge Primary Review Trust, based at the University of York. Details about the new Trust and its partnership with the world's largest learning organisation, Pearson Education, can be found on the Trust's website and in this media release.
Coverage of the Trust's launch, with Jonathon Dimbleby chairing a panel of experts discussing primary education, was featured in The Guardian and other national newspapers. A video of the event will be available shortly.
Launch of ASCL's Great Education Debate
Mon, 07 Oct Megan Crawford was invited to the launch of the ASCL's Great Education Debate in September, and warmly invites colleagues to come and join in.
The ASCL would be delighted for anyone to join the debate or write for the website, and there are plans to host part of the debate in the Faculty of Education later this year.
Too Much Too Soon: School Starting Age
Fri, 04 Oct David Whitebread was a signatory to a letter signed by around 130 early childhood education experts, published in the Daily Telegraph (11 Sept 2013), and reported as their leading article. The letter advocated an extension of informal, play-based pre-school provision and a delay to the start of formal ‘schooling’ in England from 4 until the age of 7 (in line with a number of other European countries who currently have higher levels of academic achievement and child well-being).
Book chapter - education in Australia and New Zealand
Tue, 24 Sep Dr Simon Brownhill, a Senior Teaching Associate in the Faculty of Education, has contributed a chapter about the education system in Australia and New Zealand to a timely new book for students who wish to become practitioners with a current and global approach to practice. The chapter focusses its attention on select aspects of educational provision which contribute to the countries' high PISA (OECD) world rankings including the curriculum for under fives (New Zealand), the use of ICT (Australia) and assessment. The chapter is one of many which describes the way different countries understand and conceptualise childhood; other countries include Finland, the United States, Japan, South Africa and the Netherlands.
The chapter (Chapter 10 - pages 128 - 143) was published in Exploring Childhood in a Comparative Context: An introductory guide for students (edited by Mabel Ann Brown and Jon White) by Routledge at the end of August 2013 (ISBN: 978-0-415-69652-4, £22.99).
Setting the Bosphorous alight?
Thu, 19 Sep Congratulations to all members of the Kazakhstan Projects research team for an impressive set of contributions to this year's European Education Research Conference. These included four individual papers and five symposia, which included: Policy transfer, translation and transferability: A Kazakhstan case, a global phenomenon and Educational reform in Kazakhstan from a school perspective. Partners from the UPenn and Nazarbayev University graduate schools of education, the Nazarbayev Intellectual Schools and its Centres of Excellence joined the Faculty team on this important occasion that has helped putting the Faculty's work in international education - and indeed that little known country, Kazakhstan - firmly on the map.
See press release, poster and flyer.
Book Co-edited and authored by Prof. Jan Vermunt published
Wed, 11 Sep Book Launch : "Learning Patterns in Higher Education: Dimensions and research perspectives", co-edited by Prof. Jan Vermunt, was published in August this year. It also contains three chapters which Professor Vermunt has co-authored.
Scholarly-informed teacher education: The University of Cambridge–schools partnership
Tue, 10 Sep Elaine Wilson's case study 'Scholarly-informed teacher education: The University of Cambridge-schools partnership', has been included in the Higher Education Academy publication, 'Exploring the distinctive contribution of higher education to teacher education' edited by Lani Florian and Nataša Pantic, from the University of Edinburgh.
This publication is part of the HEA strategic project: Supporting research-informed teacher education in a changing policy environment.
Year 12 students get a taste of life at the Faculty on the Sutton Trust Summer Schools
Mon, 02 Sep Once again, the Faculty of Education hosted a group of Year 12 students as part of the University's Sutton Trust Summer Schools, introducing them to the academic disciplines of education and encouraging them to apply for the undergraduate Education tripos at Cambridge. The Sutton Trust offers free residential summer schools for Year 12 students from UK state schools, giving them a taste of student life and a chance to engage in intensive study with University experts. During the week the students had the opportunity to explore topics from across the undergraduate tripos, taking in philosophy, sociology, history and psychology of education. Hopefully many of the students will be inspired to consider Education when they apply to universities this autumn.