Dr Jo-Anne Dillabough shortlisted in CUSU Student -Led Teaching Awards
Sociology of Education, Lecturer, Dr Jo-Anne Dillabough, has been shortlisted for the Cambridge University Student Union Student-Led Teaching Awards, under the classification of Teaching and Student Support.
Dr Dillabough is a Reader in the Sociology of Education and the Sociology of Young People and Global Cultures. She has also held the prestigious David Lam Chair in Multicultural Education (UBC).
CUSU received over 600 nominations in this year’s competition. The shortlisting of these awards are determined solely by students seeking to recognise ‘outstanding teaching and student support’ across Cambridge University.
This competition provides an independent assessment of a University of Cambridge colleague’s contribution to student experience, allowing students to nominate the staff and faculty they feel are most deserving of the CUSU based honour.
Final awards are announced on 9 May 2017.
REAL Centre evidence in International Development Committee’s report on Education
Oral and written evidence from the REAL Centre has been drawn on by the UK International Development Committee (cross-party committee of MPs).
In a letter to the Secretary of State for International Development, Priti Patel MP, published yesterday in lieu of a final report due to the upcoming election, the Committee highlights the importance of increasing investment in education to ensure no one is left behind.
Professor Pauline Rose, on behalf of the REAL Centre, joined other expert witnesses during the Committee’s enquiry on education. Drawing on evidence from the REAL Centre’s work, she highlighted the critical issue of investing in early years education in order for disadvantaged children and young people to realise their potential in adulthood.
Professor Rose was quoted in the letter as saying,"the evidence is quite clear that an early childhood development programme makes a huge difference to their readiness to learn once they are in school and has greater benefits once they go through the system, particularly for the most marginalised ".
Drawing on the REAL Centre’s Teaching Effectively All Children research programme, Professor Rose was also cited as arguing that efforts should be on ensuring the most disadvantaged " have the best teachers, the most qualified teachers and teachers who have been given training in how to teach basic literacy and numeracy ". She also emphasised the need for teachers to be trained in inclusive teaching practices, to ensure they can deal with diverse groups of children in the classroom and ensure children are not left behind once they reach the classroom, including those with disabilities.
The IDC letter further highlighted the REAL Centre’s attention to focusing on the transition from primary to secondary school, where there are large numbers of dropouts and on the most marginalised children, particularly girls and those with disabilities. The REAL Centre is currently working with Camfed to assess Value for Money with an equity lens in its girls’ education programme in Tanzania, a programme which the Committee recognised as achieving unprecedented learning outcomes among the most marginalized girls.
Playful approaches relevant to learning in all age groups
In her team’s current work with teachers as co-researchers, they are exploring the challenges and opportunities that teachers face in adopting child-led approaches to early science. Teachers themselves are experimenting playfully with their own learning.
See also PEDAL - located at the Faculty and launched in October 2015 with funding from the LEGO Foundation. Its mission is to conduct academic research into the role of play in young children’s education, development and learning to inform wider practice and policy.
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Research by Ben Alcott tops BBC Education
The article Teacher encouragement 'gives pupils long-term boost' written by BBC Education Reporter Judith Burns reports on a study of more than 4,000 students in England.
Education leads 2017 Boat Race crews
The influence of Lance's MPhil is evident when he says that leadership in rowing comes not just from him as President but from all the crew and team members. Lance stroked Cambridge to victory last year, and we hope his winning influence continues in 2017.
Congratulations to Lance, Ashton and Anna on successfully juggling arduous training and graduate study all year to be selected to row for Cambridge, and good luck to all the crews for the races on Sunday 2nd April.
Faculty Education Reform and Innovation: Niger State delegation visit the Faculty
The Faculty Education Reform and Innovation team along with the Judge Business School were very pleased to receive a delegation from Niger State to discuss Phase 2 of a project on improving education in the state.
The Niger delegation were led by the Governor, His Excellency Alhaji Abubakar Sani Bello and included the Honourable Commissioner for Education and the Permanent Secretary.
Our Graduate Community Launches Blog
Play Improving Children’s Writing Skills - Interview on BBC TV
A link to the free handbook for teachers he refers to can be found at the Faculty of Education PLaNS Project site.
Free Playful Writing Handbook for Teachers
Led by PEDAL's Dr David Whitebread and Dr Marisol Basilio, PLaNS (Play, Learning and Narrative Skills) was a research project designed to investigate if playful approaches to children's writing and storytelling are beneficial. Using LEGO bricks, and aimed at 5-10 year olds over the course of a year, primary school teachers worked with academics to develop playful activities to inspire and improve written and oral narratives. Participating children were evaluated at the beginning and end of the project, to measure the impact on writing, oral narrative skills, self-regulation, vocabulary and creativity. Teachers were also encouraged to reflect on what they learnt from the project.
To see what happened, there is a video of the project and to try out some of these ideas in your classroom, there is a FREE downloadable handbook for teachers.
Opportunity for Year 12s to find out more about Education, Psychology and Learning
On 7 April, Year 12 students will have the opportunity to come to Cambridge for a day of lectures providing them with a taste of the Undergraduate Education, Psychology and Learning track.
Subject Masterclasses are subject-specific events that offer students a flavour of undergraduate study and an introduction to the University of Cambridge.
Aimed at academically able Year 12 students from any school/college, the Education, Psychology and Learning Masterclasses will provide students with an opportunity to explore the subject and experience typical undergraduate teaching.
EAL Assessment Framework for Schools Launched
The Department for Education (DfE) now requires schools in England annually to report the levels of proficiency in English of all EAL pupils using a five-point scale. But currently there is no national assessment framework that can be used for both diagnostic and on-going formative assessment.
Commissioned by the Bell Foundation, the EAL Assessment Framework for Schools is the first of its kind in England which is designed to achieve these dual purposes and align with the DfE screener. Developed by a team of researchers at King’s College London and Cambridge University, involving the Faculty’s Michael Evans and Yongcan Liu, the Framework is informed by rigorous research based on a corpus of teacher comparative judgements. At its core are two sets of EAL assessment descriptors (one set for primary and one set for secondary).
The Framework is made available free of charge to all schools, local authorities and professional organisations in England and free for download to support teaching, learning, planning and monitoring in schools.
Seminar: Lucy Lake, CEO, Camfed - Camfed's experience in positioning data to inform programming
Date: Tuesday 21 February
Location: Faculty of Education, Donald McIntyre Building, GS1;
Title: Camfed's experience in positioning data to inform programming.
All welcome - please join us for the presentation and QandA from 13:00 to 14:30.
See http://talks.cam.ac.uk/talk/index/70751 for further information.
The Education Commission's #Learning Generation: Putting Evidence to Work presentation and discussion is available to watch online
If you were unable to attend, the event is now available online by clicking here.
Vice-Chancellor’s statement on US travel ban
As the son of a family of refugees welcomed by Britain after the Second World War, I abhor a discriminatory policy that further endangers the lives of people who have fled conflict and sought sanctuary elsewhere...
...While we acknowledge that a country must have the right to manage its own borders, this ban is fundamentally at odds with the values of openness, tolerance and evidence-based decision-making that the University of Cambridge stands for."
Brain research shows reading enhances children's development
The Reading for Learning conference will include talks by Professor Maria Nikolajeva on reading for learning, Dr Zoe Jaques on reading animals, Dr Aneesh Barai on nature in Disney, and will finish with a hands-on workshop on using picture-books in the classroom.
House of Commons Education Committee - Primary Assessment Inquiry
View the event and Mary’s contribution starting at about
10.48 in the two panel sessions.
Education access problem ‘is poverty' (Times Higher Education)
'We need to keep on focusing on gender inequalities, but it is clear that the gaps in educational outcomes are far larger when you compare different income groups,' Dr Ilie told Times Higher Education.
The full article is available on the Times Higher Education website.
The Education Commission: #LearningGeneration: Putting Evidence to Work
The International Commission on Financing Global Education Opportunity (The Education Commission) was set up in 2015 to reinvigorate the case for investing in education and ensure all children and young people have the opportunity to gain the skills they need for adulthood and work in the 21st century. Chaired by Gordon Brown, the Commission brings together an illustrious group of leaders including former heads of state and government, Nobel Laureates, leaders from business, economics, health, education and other sectors. In September 2016, The Commission launched a bold, evidence-based plan to create the Learning Generation. Drawing on the world's best research and policy analysis, the Learning Generation report sets out an agenda for action to get all young people into school and learning within a generation to create the largest expansion of educational opportunity in history.
Presentation from: Liesbet Steer, Director of Research of the Education Commission.
Discussants will respond to the key recommendations of the Learning Generation report:
Luis Benveniste, Practice Manager Education, Global Engagement and Knowledge, World Bank
Rachel Hinton, Head, Education and Research Team, Department for International Development
Olav Seim, Policy Director Education, Norwegian Ministry of Foreign Affairs
Moderator: Pauline Rose, REAL Centre, Faculty of Education, University of Cambridge
CLICK HERE FOR TICKETS
Donald McIntyre Building, Faculty of Education, 184 Hills Road, Cambridge, CB2 8PQ, Room GS5.
Universities must contribute to fighting inequality
LEGO Professor of Play! - Apply by 20th Jan
The University of Cambridge Primary School also has established research, professional learning and partnership projects with LEGO and PEDAL.
The LEGO Foundation chose Cambridge because of its interdisciplinary approach to play research and its expertise and credibility when communicating research to policymakers and practitioners.
Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England
Ben Alcott's new paper has been added to the Faculty's working papers site as part of an ongoing effort to encourage the sharing of work-in-progress. Read Ben's work online now! Colleagues interested in submitting their own work should contact Sue Brindley or Lucian Stephenson.
Hilary Cremin Awarded Guest Professorship at the University of Innsbruck
Dr Cremin will be hosted by the Faculty of Political and Social Science at the beginning of February 2017, and will present a public lecture entitled: Violence in Schools: Challenges for Europe and beyond.
She will also be developing a module with the UNESCO chair of Peace Studies entitled: Using ECT Methodology with schools and young people
Faculty of Education student captains University Challenge team
Bobby completed a PGCE in Secondary Mathematics at the Faculty of Education, University of Cambridge, between 2014 and 2015. Since then, he has taken up a teaching post in London and has chosen to study this year for a part-time Masters in Education (MEd) at the Faculty of Education, alongside his teaching.
Our Schools Liaison Coordinator, Eve, speaks to Bobby about his experiences as a teacher and about why he chose to train with the University of Cambridge.
For more information about the Faculty's outreach work, please contact Eve Berwin at firstname.lastname@example.org
Making the Case for the Social Sciences – Education
Studies by both Faculty Professor Anna Vignoles and the Cambridge Primary Review Trust feature within it.
Analyses in the booklet also demonstrate the positive impacts of social science and educational research on public policy, while highlighting its benefit to society more generally.
Now published - the links between Family Background and University Success
A first of its kind involving Ukraine scholars in Cambridge
The visit is funded by the British Council Ukraine Mobility Grant within the framework of the British Council’s Internationalisation of Higher Education Programme. The purpose of the visit is to learn about the best practices in university governance, leadership, education reform and student representation. The programme of the visit will include 4 days of Faculty- and University-based meetings and workshops. The Faculty-based programme will be broadcast via the youtube channel to other Ukrainian universities. More than 30 speakers are invited to contribute to the programme. It is the first programme of its kind and scale involving Ukrainian scholars in Cambridge. Subject to further funding the programme of support for displaced Universities in Cambridge will continue.
* Displaced universities are 16 universities in Ukraine which in 2014 were relocated from the zone of military conflict in eastern Ukraine to the territory under the control of the Ukrainian government.
Our professional development with the Nazarbayev University Graduate School of Education
The purpose of this visit was to attend a professional development programme organised by the Education Innovation and Reform Team focused on strategies and best practices related to managing research activities and running a doctoral programme. Various Faculty of Education faculty members and administrators generously shared their time, knowledge and expertise with the NUGSE visitors.
The Faculty of Education has been involved in a support and advisory role at Nazarbayev University since the first idea of a Graduate School of Education was initiated in 2011. A three-way partnership was subsequently established, with the University of Pennsylvania Graduate School of Education as the third party, to work on the creating of the Graduate School of Education at Nazarbayev University and to engage in joint research and to engage in joint research activity.
Congratulations to Partnership principal on recent award
Iain has been at Fulbridge for over 20 years as teacher, deputy head and headteacher. His creative and immersive approach to learning has seen the school achieve consistently high standards in progress for all groups of children, leading the school from special measures in 2003 to outstanding in 2012. We are delighted that trainees on the Primary PGCE Course here at the Faculty can experience Iain's expert leadership and the unique provision offered at Fulbridge during day visits and extended placements hosted by the school.
Background Paper - Supporting primary and secondary education for refugees: the role of international financing
Commissioned by the Malala Fund, 'Supporting primary and secondary education for refugees: the role of international financing' has been released and is available to read online.
This paper presents how the disrupted education of many children who have been forced to flee conflict and other crises to neighboring countries has meant that their education lags far behind that of their non-refugee peers. It goes on to consider in more detail the experiences of five of the ten largest refugee-hosting countries in the world, and the extent to which children and adolescents have been able to access education, with a particular focus on girls. Lastly the paper considers current trends in international development and humanitarian finance in providing education to refugee children and adolescents in the context of conflict.
Aurora Indigenous Scholars welcomed at Faculty
Many Indigenous Australians have been accepted to Oxford and/or Cambridge as a direct result of Aurora's work, and 19 out of 19 have successfully completed their postgraduate degrees (10 at Oxford and 9 at Cambridge).
Vincent Backhaus, seen here in the front row, left hand side, is the first Indigenous Australian Cambridge PhD student currently studying at the Faculty.
The purpose of the brief visit was to explore through an academic experience the ethos surrounding academic excellence that an Oxbridge program can provide. The Aurora Scholars were met by Professor Geoff Hayward (Head of Faculty), Australian expat Professor Pam Burnard, shown here with some of her international doctoral students.
Developments in STEM education - research seminar
The Faculty group, supported by some colleagues from Psychology & Education, provided two days in October 2016 of talks on research into aspects of teaching and learning of science and mathematics under the heading "Developments in STEM Education: Research informing teaching and learning in STEM subjects”.
The group were enthusiastic learners and "found the seminar … extremely beneficial" considering that they "gained numerous insights and new ideas that will assist us immensely in STEM Education teaching and learning". The group also noted "the warm and friendly manner in which we were received".
Decision time in the US
Teenage difficulties portrayed in new graphic novels
The key aims of these books are:
- to demystify counselling and psychotherapy so that it is more appealing and accessible to young people
- to destigmatise emotional and mental health problems so that young people are better able to accept help
- to encourage young people to embark upon their own healing journeys, equipped with the sense that there is a way forward
Wild about Learning’ day report 2016
On Saturday 29th October we welcomed over 150 visitors to the Faculty to discover and learn by exploring the wild, enjoying our playful learning zone and experimenting with art, movement, stories and games.
Read our report on the Wild About Learning Day.
Cambridge School Classics Project - November update
The University of Cambridge and CUP are fully behind this valuable project, which has just celebrated its 50th anniversary, and are fully committed and have all the necessary resources to develop the project and continue to create and provide high quality learning materials forward into the next 50 years.
For further information please visit the CSCP website.
Pauline Rose presents at All Party Parliamentary Group on Global Education for All
Our PGCE alumni regularly go on to make a real difference to children's lives in their care
Working with staff members who are also Cambridge PGCE alumni, David has turned the school around and Harris Battersea is now a top school in London in the most recent progress tables published last week.
REAL Centre contributes to the case for disability-responsive education financing
Dr Nidhi Singal was part of the Steering Group appointed to work on this Report. The blog Loosening the purse strings: financing the education of children with disabilities in India highlights some of the key issues in this field.
Festival of Ideas: Wild about Learning!
The Faculty of Education has hosted an interactive and educational event for families as part of the Festival of Ideas for a number of years, and we have had wonderful feedback from visitors who have attended past events.
At this year’s event, Wild about Learning!, families will be invited to discover and learn by exploring the wild, enjoying our playful learning zone with PEDAL and experimenting with art, movement stories and games. Artists from Cambridge Curiosity and Imagination will be inviting families to join them in creating new and extraordinary maps as part of their Fantastical Cambridgeshire project.
To find out more about this year's event, please see the Wild About Learning Poster, visit wild-about-learning or email Eve Berwin at email@example.com
*Key date* - Sat 29 Oct (10am- 2pm on a drop-in basis)
Multilingualism Research Projects - Websites Go Live!
Two exciting multimillion pound projects in Languages involving Faculty staff have launched their websites.
The first is the University of Cambridge led MEITS project (Multilingualism Empowering Individuals Transforming Societies), where six strands across a number of language sciences disciplines and a number of UK universities come together to investigate the potential of multilingualism: http://www.meits.org/
Linda Fisher (strand lead), Michael Evans, Yongcan Liu, PDRAs Karen Forbes and Angela Gayton, and PhD student Harper Staples will work on one strand investigating the influence of multilingual identity on foreign language learning, while Jenny Gibson will work on the benefits of multilingualism for cognition. Linda Fisher is co-investigator on a parallel project with similar funding led by Oxford http://www.creativeml.ox.ac.uk/ which will investigate the creative potential of multilingualism.
Both projects are funded by the Arts and Humanities Research Council with the aim of reinvigorating the discipline of Modern Languages.
Nidhi Singal presents evidence on Inclusive Quality Education to Council of Europe
In her presentation, Nidhi drew on insights from research programmes underway at the REAL centre, and set out a six point agenda for action towards developing inclusive equality education systems, underpinned by a focus on Rights, Resources and Research.