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.
ESRC Grant for undertaking research in Malawi, Kenya and Uganda
Fri, 16 Aug Dr Nidhi Singal in collaboration with Dr Paul Lynch, University of Birmingham and SightSavers has been awarded an ESRC Research Grant.
The aim of the project, “Making educational research count for children with disabilities in Malawi, Kenya and Uganda” is to develop innovative mechanisms to increase local stakeholders' capacity to understand, interpret and use existing primary research. The project will establish a network of national and local partners, both at the policy and practice levels to support the education of children with disabilities in the partner countries. The ultimate goal of the project is to strengthen the capacity of local participants to set their own research agendas, which can inform the development of effective and sustainable education systems appropriate to their contexts.
Magazine Launch: Innovative Practice in Religious Education
Mon, 29 Jul Volume 1, No 1, of a new magazine called Innovative Practice in Religious Education has been launched.
The magazine showcases innovative practice in an area of the curriculum which is often quiet on the subject of pedagogy. Researching practice, over the last six years, has raised the profile, in the partnership, of increasing, in RS departments, the sort of "professional wrestling" which others, like the historians enjoy as they seek to work out how best to implement pedagogic strategies which are reliably known to work. "Working means, of course both that they lead to students" making more progress in learning and that they help teachers explore more and better ways of facilitating the dialogue between each student, the teacher and the subject being taught.
Some of the articles come from trainees and derive from their 1c dissertations. Others come from mentors within the partnership and reflect contemporary ongoing debate about the nature of the subject.The publication reflects a huge amount of creative energy, aspiration, and inspiring practice - and we are delighted to be able to make their work more widely available to interested others.
CCE gains funding from Cambridge-Africa Alborada Trust
Tue, 09 Jul After submitting several bids to the Cambridge-Africa Alborada Trust, the Centre for Commonwealth Education has won funding for five initiatives involving: school-based professional development opportunities, research training, collaboration on Developing a Quality Culture in Initial Teacher Education, Internal Quality Assurance Systems in Graduate Training, gender and Mathematics.
Global Issues Relating to Creativity in Education
Children, Adults and Literature - Inaugural and Valedictory Lecture, Morag Styles
Thu, 27 Jun Professor Morag Styles' Inaugural Lecture was also Valedictory as she retires in 2014. Using storytelling, reading autobiography and poetry, she reflected on more than forty years of teaching and researching literature, literacy and education. Her talk was liberally illustrated with examples of her research, personal reading, photographs and publications. Morag considered her own experience of teaching writing and reading; becoming a 'literary detective' and engaging in exciting archival research on the history of reading; directing a large study finding out how children interpreted picturebooks.
However, the powerful role of poetry in the lives of children and adults was her main focus: this included the history of children's poetry, children as poets, the marginalisation of women poets writing for children, anthologising poetry.
She concluded with a rallying cry for Caribbean poetry, her latest project. Tribute was paid to many important mentors, collaborators, colleagues and students during her professional lifetime.
View the full lecture.
Caribbean Poetry Project short-listed for 'Nexus Communicator of the Year' award
Mon, 24 Jun The Nexus Commonwealth Awards recognise outstanding contributions to the countries, organisations, citizens and values of the Modern Commonwealth. This award recognises efforts to communicate the spirit, values and activities of the Modern Commonwealth though innovative approaches and particularly reaching out to new audiences beyond the 'Commonwealth family'.
We are thrilled that the enthusiasm and hard work of Morag Styles, David Whitley and Georgie Horrell here in the UK, together with Professor Beverley Bryan, Sandra Robinson, Sharon Phillip and the team in The University of the West Indies has been recognised in this way.
For further information about the Caribbean Poetry Project visit the CPP website.
Getting Children Writing: Story Ideas for Children Aged 3-11
Mon, 17 Jun This is a new professional book by Dr. Simon Brownhill, a Senior Teaching Associate in the Faculty of Education. It has been written in response to the numerous headlines in mainstream newspapers, findings in OFSTED reports, and claims made in educational-based publications that current standards in children's literacy attainment, particularly in relation to boys' writing, are 'concerning' (Hill, 2012).
'Getting Children Writing' has been is written to 'arm' teachers, practitioners and those training with an exciting array of Ideas to stimulate story writing composition in the 3-11 classroom. This book offers readers a wealth of creative Ideas (both established and new), innovative learning and teaching strategies, top tips, refreshing activities, practical suggestions, quality advice and 'tested' resources that can be used to 'reinvigorate writing practice' (OFSTED, 2009: 48) and increase the engagement levels and attainment of children they work with. Complemented by noteworthy theoretical perspectives, thought-provoking research findings and links to fascinating professional literature, 'Getting Children Writing' will help readers recognise the benefits, both personally and professionally, of putting the 'theory into practice' and the 'practice into theory'.
The book was published by Sage Publications at the end of May 2013 (ISBN: 9781446253304, £21.99).
Relations between teachers’ learning and students’ learning
Mon, 17 Jun Professor Jan Vermunt, in his Inaugural Lecture 'Teacher learning and student learning: are they related?', talked about relations between research on students' learning and teachers' learning and professional development. He argued that these research domains are currently largely disconnected, which severely limits the impact of educational research on classroom practices.
Jan discussed different models of the relation between teacher professional learning and student learning. He argued that an important criticism on the main existing model is that it is a black box model, in which the processes of teacher learning and student learning are missing.
As an alternative, he presented a multi-layer model of teacher learning and student learning and their interrelationships, and discussed studies on both students' and teachers' learning that departed from this common learning model.
Mongolia-Cambridge Education Initiative project: Special Appreciation Award
Mon, 17 Jun The Mongolia-Cambridge Education Initiative project, which involves colleagues from the Faculty working in partnership with colleagues from Cambridge International Examinations and the Mongolian government, has been presented with a ‘Special Appreciation Award’ by His Excellency the Minister of Education and Science. This award was presented in recognition of the “technical support work provided in improving the capacity of teachers in Mongolia”. It was accepted by the British Ambassador to Mongolia, Chris Stuart, who contacted us to say how they were “delighted to act as our proxy in receiving this accolade which recognises our invaluable work here in Mongolia".
Recognition by this Minister is particularly significant, because such recognition comes from a new administration, commenting favourably on the outcomes of an initiative started by their opposition. The work in Mongolia is ongoing, mirrors our initiatives in Kazakhstan, and is contributing significantly to reforming public education as well as to widespread social and economic transformations in both countries.
Perspectives on Diversity and Belonging in Primary Classrooms
Thu, 13 Jun Supporting Early Career Teachers in the Development of Inclusive Pedagogy. Kristine Black-Hawkins and Ruth Kershner have been awarded funding by the British Academy / Leverhulme Trust to undertake a study that aims to support Early Career Teachers (ECTs) in developing their inclusive pedagogy in the primary classroom (June 2013 to September 2014). Linda Cooper has been appointed as a part-time research assistant to join the research team.
The project involves a teacher research network comprising a group of ECTs and senior management colleagues in each primary school. There is particular interest in understanding children's and practitioners' experiences of diversity and belonging in the classroom.
As well as the research findings key outcomes will include materials for wider use in the network's schools and in initial teacher education.
Kaleidoscope - Graduate Student Research 10th Annual Conference
Tue, 11 Jun The Kaleidoscope Conference 2013 was a two-day event hosted by students at the Faculty of Education between the 30th and 31st of May. Celebrating its 10th year, this conference embraced the diversity of ideas and research directions of 146 delegates from 17 different universities.
This year's theme, 'Turning the Kaleidoscope: Educating Research and Researching Education', envisioned by the Kaleidoscope committee, investigated educational perceptions and research priorities in the current political and financial climate.
The metaphorical image of the 'kaleidoscope' alluded to the idea of bringing multiple perspectives to both research on education and education per se. Fundamentally, the space provided for the observation of such tensions and negotiations through ingenuous deliberations between students and staff with the aim to encourage critical reassessment of education and 'self' as a researcher.
A full report is available at The Kaleidoscope Conference 2013
'Importance of Play' Research Contributes to EU 'Play Day'
Thu, 06 Jun 'Taking Play Seriously' is being incorporated into the EU 'Play Day' for the first time, after taking input from Dr David Whitebread's research, 'Importance of Play'.
The report was launched at the European Parliament in April 2012, and Dr Whitebread is receiving the International Toys Research Association's BRIO Prize (2013) in Denmark in August as a result of his work in the area.
Teachers as researchers: the ultimate continuing professional development?
Tue, 04 Jun Head Tom Sherrington has written in the Guardian about his school's involvement with CamStar, which is co-ordinated by the Faculty's Sue Brindley, stating that 'The high quality support from Cambridge is invaluable - the gains are mutual: through this process, we are adding to the sum of human knowledge. That is what research is all about'.
The report has brought numerous enquiries from schools nationally and internationally, wanting to be involved. Guardian 'Highlights' have recently republished this report.
The future of quantitative methods in education research
Tue, 28 May Professor Anna Vignoles at her Inaugural Lecture 'The importance of number: the future of quantitative methods in education research' talked about the importance of number and quantitative methods in education research and particularly the role of quantitative methods in evaluative research that seeks to inform policy and practice. She presented an historical perspective to this important issue and argued for both more evaluation in education and for more research that adopts quantitative and mixed methods.
Whilst she made the point that there has been a shortage of quantitative studies for many years in education, she was optimistic about the prospects for quantitative education research going forward. In particular she talked about the data revolution that has provided researchers with amazing 'big data' that can be used to analyse a wide range of research questions.
She highlighted the opportunities for further application of administrative data and birth cohort data in the field of education and illustrated applications from her own work on the large socio-economic gaps that occur in education achievement in most countries. Anna acknowledged that the main barrier to increasing the amount of quantitative and mixed methods research in education was the lack of people with sufficient quantitative analysis skills and she talked of ways in which schools and universities need to work together to solve this problem.
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 (email@example.com) who can be contacted for further information.