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Study of long-term student engagement challenges “one great teacher” narrative of education

Faculty of Education News
Friday 15 March
A positive relationship with a teacher at an early age may help children to feel more engaged with school, but not necessarily in the long term, new research shows.

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Profile: Amilcar Pereira

Amilcar Pereira
Monday 26 February
Amilcar Pereira, an Associate Professor of the History of Education at the Faculty of Education, Federal University of Rio de Janeiro (UFRJ), recently undertook a visiting fellowship at the University of Cambridge, as part of an international study that explores anti-racism and education. In this interview, he discusses the need to understand the histories of racism and anti-racism from transnational perspectives, the state of anti-racist education now compared with the last 50-60 years, and why he believes that students are at the heart of the drive to ensure that universities adapt to wider societal change.

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School uniform policies linked to students getting less exercise, study finds

Kids at window watching sports in uniforms
Thursday 15 February
School uniform policies could be restricting young people from being active, particularly primary school-aged girls, new research suggests.

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Cambridge’s first ‘Mobilise’ cohort sets out to harness the power of research and improve early childhood policy

Faculty of Education News
Friday 19 January
Fifteen civil servants and local leaders from across the UK have embarked on a customised learning programme at the University of Cambridge, which will match relevant research insights to their work supporting babies and young children.

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Fewer than 1% of schools have full policies on second languages, language learning and English

Faculty of Education News
Thursday 18 January
A tiny fraction of schools in England – about three in every 500 – have whole-school policies which address foreign languages, English usage, and integrating students who speak English as an additional language (EAL), new research indicates. 

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Inaugural leadership forum for heritage language schools launched in Cambridge

People outside a building
Wednesday 20 December
Cambridge has become home to the first leadership forum for community-based ‘supplementary’ education, informal schools which provide extra education for children from different linguistic and cultural backgrounds.


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Disadvantaged children’s struggles at school have “little to do” with character, attitude or a lack of ‘growth mindset’

Students in classroom
Tuesday 19 December
A global study of 240,000 students challenges the widespread policy conviction that bridging the academic gap between rich and poor students hinges on improving the latter’s work ethic, mindset and socio-emotional skills.


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Boom and bust?

Faculty of Education News
Tuesday 14 November
Millennials, a generation often characterised as less wealthy than their parents, are not uniformly worse off than their Baby Boomer counterparts, according to new research. They are, however, contending with a “vast and increasing” wealth gap, due to the uneven financial rewards reaped from different life and career paths, compared with their Boomer predecessors. This creates the impression that as a generation, they are losing out.

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“Get back to school” headlines eroded teacher wellbeing during the pandemic

Headline
Friday 27 October
Intense public pressure on teachers to “get back to school” during the COVID-19 lockdowns deepened an already widespread sense that they were undervalued, and left some actively rethinking their careers, research shows.

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Synergy between students’ motivation and ‘thinking about thinking’ linked to academic achievement

Faculty of Education News
Thursday 26 October
Students with low motivation also consistently display lower levels of certain essential core thinking skills; which appears to lead to underperformance at school, a study in Greece has found.

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Teachers ‘learning through talk’ was pivotal to raising maths attainment in London schools

Faculty of Education News
Wednesday 25 October
Enabling teachers to learn and problem-solve using ‘oracy’ – or exploratory talk – played a pivotal role in improving maths results at over 20 London schools, according to a new analysis.

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Sustained, purposeful investment key to ‘leaving no girl behind’, either in education or beyond

Girl with tuktuk
Thursday 19 October
A UK-funded programme to support out-of-school girls in low-income countries has significantly enhanced their learning, confidence, opportunities and prospects, a new report says. However, sustained, strategic and targeted investment will be needed to preserve these gains.

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Cambridge Mobilise project seeks to strengthen bridge between early childhood research and policy

Mobilise logo
Thursday 12 October
The University of Cambridge is to pilot a programme offering civil servants and early years professionals personalised access to recent research, and a cross-sector network of expertise, to help shape solutions to pressing issues in early childhood policy.

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Experts call for more evidence as medical and teacher education embrace simulation technologies

Person with headset
Wednesday 11 October
Researchers are urging an evidence-based approach to the use of simulations to train medics and teachers, amid signs that technologies like artificial intelligence (AI) and mixed reality could reshape education in both professions.

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Young children who are close to their parents are more likely to grow up kind, helpful and ‘prosocial’

Parent and child
Tuesday 10 October
A loving bond between parents and their children early in life significantly increases the child’s tendency to be ‘prosocial’, and act with kindness and empathy towards others, research indicates.

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Educators urged to ‘rethink reality’ as XR augurs hybrid theatre, interactive broadcasting and virtual choirs

Faculty of Education News
Monday 2 October
The leaders of a Cambridge graduate study programme exploring Extended Reality (XR) in arts education suggest that the technology should be at the forefront of wider educational research, given its transformative potential.

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