ARCHIVE: This material is no longer maintained and should be viewed for reference only
'A University's Challenge: Cambridge's Primary School for the Nation'
Tuesday 27 September
Just published, this book records the establishment of the University of Cambridge Primary School (UCPS), from the perspective of senior colleagues in the University of Cambridge and the Cambridge Faculty of Education who played an important part in the conception and implementation of the UCPS.
The UCPS is nationally distinctive, because it is the sole university training school established by the previous UK Coalition government (2010-15) and unique internationally, because of its simultaneous provision of primary schooling, initial teacher education placements and a research facility that is intended to drive forward a national research agenda and a set of evidence-based outcomes.
Editors: James Biddulph and Peter Gronn
The UCPS is nationally distinctive, because it is the sole university training school established by the previous UK Coalition government (2010-15) and unique internationally, because of its simultaneous provision of primary schooling, initial teacher education placements and a research facility that is intended to drive forward a national research agenda and a set of evidence-based outcomes.
Editors: James Biddulph and Peter Gronn
John Dewey's "Democracy and Education" 100 Years On: Past, Present, and Future Relevance
Friday 23 September
On Wednesday 28 September at 2pm, Geoff Hayward and Geoff Ward will open our 4-day conference at the Faculty and Homerton to celebrate the Centenary of perhaps the most influential - and notorious - book in the philosophy of education. We will have 140 academic attendees from all over the world, spanning the history, philosophy and politics of education.
On Thursday 29th another 60 or so students and teachers who will be coming to share their democratic practice, and Alison Peacock will give a keynote before we take delegates to visit the University of Cambridge Primary School.
On the Friday we will have a distinguished panel of Richard Pring, Linda Stone and Melissa Benn to discuss, "Is John Dewey too toxic for policy?" Other keynote presentations will be given by Barbara Stengel, Rosa Bruno-Jofre and Gert Biesta.
Rupert Higham has written a blog on the genesis of the conference, available at: dewey2016blog.wordpress.com; other posts will follow. Keynotes and the panel session will be webcast live and recorded for future viewing via the conference site: www.dewey2016.co.uk.
On Thursday 29th another 60 or so students and teachers who will be coming to share their democratic practice, and Alison Peacock will give a keynote before we take delegates to visit the University of Cambridge Primary School.
On the Friday we will have a distinguished panel of Richard Pring, Linda Stone and Melissa Benn to discuss, "Is John Dewey too toxic for policy?" Other keynote presentations will be given by Barbara Stengel, Rosa Bruno-Jofre and Gert Biesta.
Rupert Higham has written a blog on the genesis of the conference, available at: dewey2016blog.wordpress.com; other posts will follow. Keynotes and the panel session will be webcast live and recorded for future viewing via the conference site: www.dewey2016.co.uk.
Applications now open - Revised Undergraduate Education tracks
Wednesday 21 September
The Faculty of Education is delighted to announce that applications are now open for the revised Undergraduate Education course.
Applicants for 2017 entry can choose from one of three exciting new interdisciplinary tracks:
Find out more about the individual tracks.
This is an extremely exciting development in the Faculty’s Undergraduate provision which sees the content of the Education Tripos align closely with that of the Faculty’s highly regarded Masters and Doctoral programmes.
Applications for the revised Undergraduate course should be made through UCAS.
Faculty of Education Undergraduate Applications.
Cambridge University’s Undergraduate Study website.
For further information, please contact Eve Berwin, Schools Liaison Coordinator, at outreach@educ.cam.ac.uk
Applicants for 2017 entry can choose from one of three exciting new interdisciplinary tracks:
- Education, Psychology and Learning
- Education, Policy and International Development
- Education, English, Drama and the Arts
Find out more about the individual tracks.
This is an extremely exciting development in the Faculty’s Undergraduate provision which sees the content of the Education Tripos align closely with that of the Faculty’s highly regarded Masters and Doctoral programmes.
Applications
Applications for the revised Undergraduate course should be made through UCAS.
More Information
Faculty of Education Undergraduate Applications.
Cambridge University’s Undergraduate Study website.
For further information, please contact Eve Berwin, Schools Liaison Coordinator, at outreach@educ.cam.ac.uk
A Times Higher Education article highlights the work of Sonia Ilie and Pauline Rose
Tuesday 20 September
A Times Higher Education piece, Higher education access targets 'set to be missed' in the developing world, highlights the analysis of higher education participation rates in 35 countries in South Asia and sub-Saharan Africa by Sonia Ilie and Pauline Rose for a recent article published in the Higher Education journal.
Times Higher Education quote Pauline Rose: 'Despite recent expansion in higher education in African countries, the evidence shows that the poorest young people in African countries are very rarely getting access...As higher education expands, there is also some evidence to suggest that gaps in access to higher education between young women and men widen in these countries."
You can read the complete Times Higher Education article and the Higher Education journal article.
Times Higher Education quote Pauline Rose: 'Despite recent expansion in higher education in African countries, the evidence shows that the poorest young people in African countries are very rarely getting access...As higher education expands, there is also some evidence to suggest that gaps in access to higher education between young women and men widen in these countries."
You can read the complete Times Higher Education article and the Higher Education journal article.
Louis Major wins BJET Best EdTech Paper - BERA Conference 2016
Friday 16 September
The British Journal of Educational Technology awarded Louis the prize for best presentation in the field at BERA’s annual conference in Leeds this week.
Louis presented on the DiDiAC project (led by Paul Warwick and Ingvill Rasmussen) in a session entitled "Digitalised Dialogues Across the Curriculum (DiDiAC): introducing TalkWall”. The session was rated on originality, significance and quality of the research, clarity of presentation, and implications for practice.
The research design and interactive hands-on session style were especially commended by the BJET Editorial Board judge, Mark Nichols from the Open University.
Louis won a book token and certificate and was encouraged to submit a paper to the journal in due course, where it will be linked to the award and made open access. Congratulations to Louis and the project team!
Can Grammar schools ever be 'inclusive'?
Friday 9 September
Can Grammar schools ever be 'inclusive'. Anna Vignoles contributes to the Grammar school debate in todays Guardian.
18 year-old UK apprentice teachers? Newsnight interview
Tuesday 30 August
Elaine Wilson, recently contributed to Chris Cook's report on Newsnight about a proposal for large schools to recoup their apprenticeship levy by recruiting apprentice teachers into the profession at age 18.
Japanese students from the Super Global High School visit the Faculty
Wednesday 17 August
A small group of Japanese students from the Super Global High School visited the Faculty Science Education Centre. The specialist science secondary school is attached to Nagayo University. Elaine Wilson has links with academic staff at the Graduate School of Education.
Sutton Trust Summer School
Monday 1 August
Once again, the Faculty of Education hosted a group of Year 12 students from across the country as part of the University's Sutton Trust Summer Schools, giving them an opportunity to learn more about the Education course 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. Please see the attached report for more information about the successful week.
If you are interested in getting involved with the Faculty's outreach work, please contact Eve Berwin: outreach@educ.cam.ac.uk
If you are interested in getting involved with the Faculty's outreach work, please contact Eve Berwin: outreach@educ.cam.ac.uk
Faculty welcomes Ambassador of the Republic of Kazakhstan
Tuesday 26 July
The Faculty welcomed H.E. Ambassador to the United Kingdom of Great Britain and Northern Ireland Erzhan Kazykhanov on 4 July for a second visit.
He was joined on this visit by Mr. Murat Rustemov, Second Secretary of the Embassy, and Mr. Altair Akhmetov, the Education Attache and official representative of Ministry of Education and Science of the Republic of Kazakhstan and JSC 'Center for International Programmes 'Bolashak'.
The visiting delegation met with members of the Faculty's Education Innovation and Reform Team as well as Master's and PhD Candidates from Kazakhstan currently studying at the Faculty.
The purpose of the visit was to discuss the Faculty's ongoing work in Kazakhstan, which includes school-level and teacher education reform, a partnership with Nazarbayev University Graduate School of Education, and graduate study and professional training at the Faculty of Education. The Ambassador stressed the importance of the partnership between the Faculty and Kazakhstan, which is now in its fifth year.
He was joined on this visit by Mr. Murat Rustemov, Second Secretary of the Embassy, and Mr. Altair Akhmetov, the Education Attache and official representative of Ministry of Education and Science of the Republic of Kazakhstan and JSC 'Center for International Programmes 'Bolashak'.
The visiting delegation met with members of the Faculty's Education Innovation and Reform Team as well as Master's and PhD Candidates from Kazakhstan currently studying at the Faculty.
The purpose of the visit was to discuss the Faculty's ongoing work in Kazakhstan, which includes school-level and teacher education reform, a partnership with Nazarbayev University Graduate School of Education, and graduate study and professional training at the Faculty of Education. The Ambassador stressed the importance of the partnership between the Faculty and Kazakhstan, which is now in its fifth year.
PhD Student's photography commissioned by Victoria and Albert...
Monday 25 July
Siddharth Pandey, 2nd Year PhD Student has been commissioned as an official photographer by the Victoria and Albert Museum at London to document colonial India’s crafted materiality for an upcoming exhibition on John Lockwood Kipling in 2017.
He has also been invited to display his works on Indian Himalayas and British landscapes at The Oriental Museum, Durham, for a period of six months.
Titled ‘In the Image of the Other: Visualising a British-Himalayan Town, Shimla’, the display forms his fifth solo which begins this October (details can be found on the official website of The Oriental Museum).
He has also been invited to display his works on Indian Himalayas and British landscapes at The Oriental Museum, Durham, for a period of six months.
Titled ‘In the Image of the Other: Visualising a British-Himalayan Town, Shimla’, the display forms his fifth solo which begins this October (details can be found on the official website of The Oriental Museum).
REAL Centre members at Girls' Education Forum 2016
Wednesday 13 July
Global Goal 4 sets out the ambition to ensure inclusive and equitable quality education for all children by 2030. Yet 63 million girls remain out of school today. Evidence shows that even the girls who are in school are struggling to learn the basics. To galvanise action for girls' education, the Department for International Development, with Global Citizen and Chime for Change, hosted the Girls' Education Forum 2016 in London on 7 July. This event brought together governments, the private sector, civil society partners, influencers and young people to showcase best practice for girls' education and identify action needed to achieve Global Goal 4 launch a global action plan to get every girl in school, learning and finishing primary and secondary education.
The Vice Chancellor, Professor Pauline Rose of the REAL Centre, along with seven REAL Centre research students attended GEF16. The Vice Chancellor announced the REAL Centre commitment to a partnership with Camfed to analyse the true cost of supporting a marginalised girl through secondary school and improving her learning. This will provide a reference point for the global community, ensuring that no girl is left behind in the drive for quality education for all.
Comments from REAL Centre research students about the event:
Arif Naveed: 'It was heartening to see that international development partners are placing their priority where it should be. In the largely patriarchal world, nothing is more promising for creating a socially just society than investing in the schooling of girls.'
Hiba Salem: 'I was incredibly stimulated by the Forum's inspirational women and leaders. It is an important reminder of our individual and collective duty to ensuring the world remains committed to promoting education for all; a reminder that our efforts matter, but that we must also never cease to aspire for more.'
Matt Somerville: 'We heard inspiring stories from the field of people working together to make real changes to the lives of girls with disabilities, their families, and communities.'
Hannah Ware: '...a fantastic opportunity to see some of the work being done to repair the gender inequality in education around the world. It was inspiring to hear so many strong women talk, particularly Nyaradzayi Gumbonzvabda who started by proclaiming "My name is Nyaradzayi, the rest is patriarchy"...'
The Vice Chancellor, Professor Pauline Rose of the REAL Centre, along with seven REAL Centre research students attended GEF16. The Vice Chancellor announced the REAL Centre commitment to a partnership with Camfed to analyse the true cost of supporting a marginalised girl through secondary school and improving her learning. This will provide a reference point for the global community, ensuring that no girl is left behind in the drive for quality education for all.
Comments from REAL Centre research students about the event:
Arif Naveed: 'It was heartening to see that international development partners are placing their priority where it should be. In the largely patriarchal world, nothing is more promising for creating a socially just society than investing in the schooling of girls.'
Hiba Salem: 'I was incredibly stimulated by the Forum's inspirational women and leaders. It is an important reminder of our individual and collective duty to ensuring the world remains committed to promoting education for all; a reminder that our efforts matter, but that we must also never cease to aspire for more.'
Matt Somerville: 'We heard inspiring stories from the field of people working together to make real changes to the lives of girls with disabilities, their families, and communities.'
Hannah Ware: '...a fantastic opportunity to see some of the work being done to repair the gender inequality in education around the world. It was inspiring to hear so many strong women talk, particularly Nyaradzayi Gumbonzvabda who started by proclaiming "My name is Nyaradzayi, the rest is patriarchy"...'
EAL research report launched at the British Council
Tuesday 12 July
A team of researchers in the Faculty, led by Dr Michael Evans, have collaborated with colleagues from Anglia Ruskin University to investigate the educational experience of newcomer EAL students in secondary schools in the East of England. The study was funded by the Bell Foundation. The report makes a number of recommendations for schools and policy-makers and highlights the close link between progression in language development, academic achievement and social integration.
The report entitled Language development and school achievement: opportunities and challenges in the education of EAL students contains forewords by the Vice Chancellors of both universities. Professor, Professor Sir Leszek Borysiewicz, himself the child of Polish immigrants, wrote:
‘[T]he report underlines the need for a holistic approach to EAL children’s experience, involving parents as well as schools. It calls for evidence‐based approaches to the teaching of EAL students, for greater consistency in the assessment of their progression, and for a review of testing that may put them at a disadvantage.’
Faculty members of the research team:
Madeleine Arnot, Linda Fisher, Karen Forbes, Yongcan Liu.
For Further information, please see:
The report entitled Language development and school achievement: opportunities and challenges in the education of EAL students contains forewords by the Vice Chancellors of both universities. Professor, Professor Sir Leszek Borysiewicz, himself the child of Polish immigrants, wrote:
‘[T]he report underlines the need for a holistic approach to EAL children’s experience, involving parents as well as schools. It calls for evidence‐based approaches to the teaching of EAL students, for greater consistency in the assessment of their progression, and for a review of testing that may put them at a disadvantage.’
Faculty members of the research team:
Madeleine Arnot, Linda Fisher, Karen Forbes, Yongcan Liu.
For Further information, please see:
Direct link joins Department of Education and our Faculty-School Partnership
Tuesday 5 July
Through membership of the Teacher Reference Group, the Faculty-School Secondary Teacher Education Partnership now has a direct link with the Department for Education.
Dr Karen Angus, a Cambridge-educated PhD and PGCE Science teacher at St Ivo School was nominated by the secondary science team and has recently attended her first meeting.
She reported back encouraging news that "There was there was a wonderful unity of opinion amongst the members of the group, each of us concertedly expressing our support for educational research, the PGCE route towards QTS and a sincere worry about teacher shortages. I look forward to the future meetings and being able to work towards a joint government-teacher approach to better the education sector of this country."
Dr Karen Angus, a Cambridge-educated PhD and PGCE Science teacher at St Ivo School was nominated by the secondary science team and has recently attended her first meeting.
She reported back encouraging news that "There was there was a wonderful unity of opinion amongst the members of the group, each of us concertedly expressing our support for educational research, the PGCE route towards QTS and a sincere worry about teacher shortages. I look forward to the future meetings and being able to work towards a joint government-teacher approach to better the education sector of this country."
Faculty launches partnership with Abai Kazakh Pedagogical University in Kazakhstan
Monday 4 July
The Faculty signed an agreement with Abai Kazakh Pedagogical University last Wednesday, 29 June. This leading pedagogical institute, based in the city of Almaty, is seeking to partner with the Faculty in the development of the sciences.
This initiative is an exciting development in the ongoing partnership between the Faculty and Kazakhstan, and is a part of the process to modernise the national network of pedagogical institutes in Kazakhstan. The Faculty will work on this education reform project in collaboration with Sussex University.
Professor Gabit Kenzhebayev, the Vice-Rector Educational-Methodical Work, signed this agreement on behalf of Abai Kazakh Pedagogical University. He was joined on this visit by colleagues Professor Nurbanu Abueva, the Head of International Cooperation, and Dr Akmaral Shokanova, the Head of the Division of International Scientific and Cultural Relations.
This initiative is an exciting development in the ongoing partnership between the Faculty and Kazakhstan, and is a part of the process to modernise the national network of pedagogical institutes in Kazakhstan. The Faculty will work on this education reform project in collaboration with Sussex University.
Professor Gabit Kenzhebayev, the Vice-Rector Educational-Methodical Work, signed this agreement on behalf of Abai Kazakh Pedagogical University. He was joined on this visit by colleagues Professor Nurbanu Abueva, the Head of International Cooperation, and Dr Akmaral Shokanova, the Head of the Division of International Scientific and Cultural Relations.
Double award for young adult novel given to former PGCE trainee
Thursday 30 June
Former Cambridge Secondary PGCE English and Drama trainee, Sarah Crossan, has won the 2016 Bookseller Young Adult Book Prize and the 2016 Carnegie Medal with her new novel, One.
One is an extraordinary and moving verse novel about conjoined twins. In her acceptance speech, Sarah championed poetry and libraries. She is a wonderful advocate for young adult books and readers.
She returned to the Faculty in 2013 to talk with the Secondary English PGCE group about her first novel, The Weight of Water, which was also shortlisted for the Carnegie.
The Carnegie Medal is world-renowned and widely regarded as the greatest of all accolades available to a children’s writer. It is judged solely by librarians, but there is also a very popular shadowing scheme which encourages young people in schools all over the country to read the six shortlisted novels and decide a winner for themselves
One is an extraordinary and moving verse novel about conjoined twins. In her acceptance speech, Sarah championed poetry and libraries. She is a wonderful advocate for young adult books and readers.
She returned to the Faculty in 2013 to talk with the Secondary English PGCE group about her first novel, The Weight of Water, which was also shortlisted for the Carnegie.
The Carnegie Medal is world-renowned and widely regarded as the greatest of all accolades available to a children’s writer. It is judged solely by librarians, but there is also a very popular shadowing scheme which encourages young people in schools all over the country to read the six shortlisted novels and decide a winner for themselves
Bill Nicholl (with Ian Hosking) win University Impact Prize
Friday 24 June
Researchers from across the University have been recognised for the impact of their work on society, and engagement with research in the inaugural Vice-Chancellor’s Impact Awards and Public Engagement with Research Awards.
In this, its inaugural year, there were 71 nominations across all Schools. Nominations were initially judged by School, with one overall best entry selected by external advisor Schlumberger. A prize of £1,000 was awarded to the best impact in each School, with the prize for the overall winner increased to £2,000.
Bill Nicholl and Ian Hosking are cofounders of Designing Our Tomorrow, a platform for transforming D&T education in schools. Their public engagement initiative began in 2009 and brought together research around inclusive design and creativity in education.
Through production of their DOT box, Hosking and Nicholl have taken active research questions into the classroom and given students control of designing technological solutions. Engagement with teachers, students and policymakers is integral to the success of their initiative and has resulted in engineering design being included in the national curriculum and GCSE qualifications.
For further information, please see: Winners announced in the inaugural Vice-Chancellor’s Impact Awards and Public Engagement with Research Awards
In this, its inaugural year, there were 71 nominations across all Schools. Nominations were initially judged by School, with one overall best entry selected by external advisor Schlumberger. A prize of £1,000 was awarded to the best impact in each School, with the prize for the overall winner increased to £2,000.
Bill Nicholl and Ian Hosking are cofounders of Designing Our Tomorrow, a platform for transforming D&T education in schools. Their public engagement initiative began in 2009 and brought together research around inclusive design and creativity in education.
Through production of their DOT box, Hosking and Nicholl have taken active research questions into the classroom and given students control of designing technological solutions. Engagement with teachers, students and policymakers is integral to the success of their initiative and has resulted in engineering design being included in the national curriculum and GCSE qualifications.
For further information, please see: Winners announced in the inaugural Vice-Chancellor’s Impact Awards and Public Engagement with Research Awards
Not just brilliant teachers!
Wednesday 15 June
Eight members of the secondary science PGCE cohort have not only secured teaching posts, excelled in the classroom and written about important school based research but they have also represented their colleges and University at the very highest level in a range of sports.
Alice T has a full blue for hockey and a half blue for real tennis. We all willed Alice J on in the women’s boat race this year. Rachelle managed to compete with the Hare and Hounds and get a blue in Judo while Hayden took part in ultimate (Frisbee). Patrick has a full blue for Rugby, Joe played for the Christ’s first football team, David helped the Homerton Squash and Cricket teams to improve and Anthony represented the University at Eton fives.
Back row: LR Patrick Calvert, Joe Hotton, David Guinea, Anthony Kane.
Front Row: LR Alice Toynton, Alice Jackson, Rachelle Falloon, Hayden Reynolds.
Alice T has a full blue for hockey and a half blue for real tennis. We all willed Alice J on in the women’s boat race this year. Rachelle managed to compete with the Hare and Hounds and get a blue in Judo while Hayden took part in ultimate (Frisbee). Patrick has a full blue for Rugby, Joe played for the Christ’s first football team, David helped the Homerton Squash and Cricket teams to improve and Anthony represented the University at Eton fives.
Back row: LR Patrick Calvert, Joe Hotton, David Guinea, Anthony Kane.
Front Row: LR Alice Toynton, Alice Jackson, Rachelle Falloon, Hayden Reynolds.
A Bug's Life: Entomology and the Child Reader
Monday 6 June
Dr Zoe Jaques has received British Academy funding for her research on the representation of insect science for children. Although animals are strongly associated with childhood, insects offer a more challenging, and scientifically detached, opportunity for children to engage with nature.
Her project, 'A Bug's Life: Entomology and the Child Reader', explores the promotion of the study of insect life to children from thenineteenth century to the present.
Her project, 'A Bug's Life: Entomology and the Child Reader', explores the promotion of the study of insect life to children from thenineteenth century to the present.
Disrupted education journeys for adolescent girls in conflict settings
Tuesday 31 May
As world leaders met in Istanbul, Turkey, for the World Humanitarian Summit this month, Professor Pauline Rose's new blog argued for the urgent need to remove the obstacles facing adolescent girls on their journey to school in conflict settings, as depicted in our new infographic. She emphasised that the launch of the Education Cannot Wait Fund at the World Humanitarian Summit was a golden opportunity for world leaders to show their commitment to transforming the lives of children and young people for the future. But, as commitments made together with others as part of the US First Lady's Let Girls' Learn Initiative highlight, change has to happen on the ground. Hear more about the Education Cannot Wait Fund in her Guardian podcast interview, together with ODI Director Kevin Watkins.
Faculty paper shortlisted for award
Tuesday 31 May
The Editors of the Curriculum Journal shortlisted the following paper in the selection for the 2015 Editors' Choice paper award:
“Assessment for Learning in International Contexts: exploring shared and divergent dimensions in teacher values and practices"
By Paul Warwick, Stuart Shaw & Martin Johnson (Volume 26, Issue 1, pp 39-69)
Criteria for selection were:
Innovation - Originality of contribution with an emphasis on innovation in one or more of the following, theoretical development, empirical work or policy development.
Academic Rigour - Quality of argument including critical analysis of concepts, theories and findings and coherence of argument; clarity of position including clear contextualisation of the paper in international literature, author’s/s’ position and convincing conclusion
Writing Style - Clarity of writing style, readability and organisation
Significance to the Journal - Has the potential to make a significant contribution to knowledge related to the educational phases that impact on children from the early years to adulthood in the context of the journal aims in relation to the curriculum.
Paul lectures at the Faculty and Stuart and Martin work at Cambridge International Examinations. They are, naturally, all delighted to have had their work shortlisted.
“Assessment for Learning in International Contexts: exploring shared and divergent dimensions in teacher values and practices"
By Paul Warwick, Stuart Shaw & Martin Johnson (Volume 26, Issue 1, pp 39-69)
Criteria for selection were:
Innovation - Originality of contribution with an emphasis on innovation in one or more of the following, theoretical development, empirical work or policy development.
Academic Rigour - Quality of argument including critical analysis of concepts, theories and findings and coherence of argument; clarity of position including clear contextualisation of the paper in international literature, author’s/s’ position and convincing conclusion
Writing Style - Clarity of writing style, readability and organisation
Significance to the Journal - Has the potential to make a significant contribution to knowledge related to the educational phases that impact on children from the early years to adulthood in the context of the journal aims in relation to the curriculum.
Paul lectures at the Faculty and Stuart and Martin work at Cambridge International Examinations. They are, naturally, all delighted to have had their work shortlisted.
Interactive books, active readers - research award
Tuesday 17 May
Dr Zoe Jaques has been named the 2016/17 Jacqueline M. Albers Guest Scholar in Children's Literature at Kent State University for a project on 'Interactive books, active readers: 1800-2000.'
Her research investigates 'book play' - the intersections of reading and playing - across the nineteenth and twentieth centuries. It considers the history of metatextual and physical aspects of books that offer extra engagement features beyond words, pictures, and stories.
Of particular interest are pop-up and moveable books and her research period at Kent State will allow for archival research into the Reinberger Library's extensive collection of historical children's fiction of this type.
Her research investigates 'book play' - the intersections of reading and playing - across the nineteenth and twentieth centuries. It considers the history of metatextual and physical aspects of books that offer extra engagement features beyond words, pictures, and stories.
Of particular interest are pop-up and moveable books and her research period at Kent State will allow for archival research into the Reinberger Library's extensive collection of historical children's fiction of this type.
Esri UK industry award won by PGCE Geography student
Monday 16 May
Katie Hall, currently a PGCE Geography trainee at the Faculty of Education, has been awarded an Esri UK industry award for her use of Geographical Information Systems (GIS) in her teaching practice.
The award, named the Jack Dangermond Young Scholar Award, is given by Esri UK in recognition of outstanding use of the ArcGIS platform for teaching or research by an undergraduate, postgraduate or early-career researcher.
Katie has been part of a wider project to support trainee geography teachers with developing their use of Geographical Information Systems (GIS) within schools this year, and has not only developed outstanding practice in the classroom but has supported training of peers and colleagues both in Faculty and in school. To win the award, Katie had to create a Story Map explaining how she uses ArcGIS Online to support her work.
Katie wins an all expenses paid trip to the 2016 Esri User Conference in San Diego in the summer; we wish her all the best for both the conference and her future career as a geography teacher.
The award, named the Jack Dangermond Young Scholar Award, is given by Esri UK in recognition of outstanding use of the ArcGIS platform for teaching or research by an undergraduate, postgraduate or early-career researcher.
Katie has been part of a wider project to support trainee geography teachers with developing their use of Geographical Information Systems (GIS) within schools this year, and has not only developed outstanding practice in the classroom but has supported training of peers and colleagues both in Faculty and in school. To win the award, Katie had to create a Story Map explaining how she uses ArcGIS Online to support her work.
Katie wins an all expenses paid trip to the 2016 Esri User Conference in San Diego in the summer; we wish her all the best for both the conference and her future career as a geography teacher.
Faculty staff receive two CUSU Student-Led Teaching Awards
Tuesday 10 May
Very many congratulations to Emma Rixon and Mary Anne Wolpert, who have both won an Award in the Student Support category in this year’s Cambridge University, Student Union, Student-Led Teaching Awards.
These awards are a unique opportunity for students from across the University to recognise the exceptional contribution those who teach and support them have made to their education. Organised by CUSU, any student is able to put forward a nomination with an accompanying testimonial.
This year over 700 such nominations were made and the final judging of the Awards was then undertaken by a panel of students. Emma and Mary Anne received their Awards at a ceremony in May, which the Pro-Vice-Chancellor (Education), Professor Graham Virgo, attended. The students who nominated those who have received Awards were also invited to this event.
These awards are a unique opportunity for students from across the University to recognise the exceptional contribution those who teach and support them have made to their education. Organised by CUSU, any student is able to put forward a nomination with an accompanying testimonial.
This year over 700 such nominations were made and the final judging of the Awards was then undertaken by a panel of students. Emma and Mary Anne received their Awards at a ceremony in May, which the Pro-Vice-Chancellor (Education), Professor Graham Virgo, attended. The students who nominated those who have received Awards were also invited to this event.
Cambridge Humanities Research Grant awarded to Dr Cathy Burke
Tuesday 3 May
The project will evaluate the significance for educational history and current practice of the career of Sir Alec Clegg (1909-1986).
Regarded by many as the most significant educational administrator of the 20th century, his philosophy of practice was innovative, collaborative and admired by progressive educators, inspectors, architects and school planners in the UK, Europe, the USA, Australia and New Zealand.
As the 50th anniversary of the Plowden Committee Report, Children and Their Primary Schools (1967) approaches, this renewed study of Clegg's contribution to educational history is timely. The project will draw together expertise from across a range of disciplines including architecture, the cultural industries, education and policy to present their particular appreciation of the influence of Alec Clegg in their respective fields. Dr Cathy Burke says these will form the basis of a publication timed to coincide with the anniversary of Plowden in 2017.
Regarded by many as the most significant educational administrator of the 20th century, his philosophy of practice was innovative, collaborative and admired by progressive educators, inspectors, architects and school planners in the UK, Europe, the USA, Australia and New Zealand.
As the 50th anniversary of the Plowden Committee Report, Children and Their Primary Schools (1967) approaches, this renewed study of Clegg's contribution to educational history is timely. The project will draw together expertise from across a range of disciplines including architecture, the cultural industries, education and policy to present their particular appreciation of the influence of Alec Clegg in their respective fields. Dr Cathy Burke says these will form the basis of a publication timed to coincide with the anniversary of Plowden in 2017.
Grant award: Use of adverbs in spoken learner language
Tuesday 26 April
A Cambridge Humanities Research Grant [CHRG] has been awarded to Pascual Perez-Paredes to investigate the use of adverbs in spoken learner language.
This corpus-driven research will look at how advanced learners of English as a Foreign Language (EFL) with different L1s (Chinese, German and Spanish) and British native speakers use adverbs in naturally occurring spoken discourse by making use of mixed-methods research.
Given the fact that the use of adverbs is a predictor of communicative competence and proficiency, these findings will hopefully be useful in areas as diverse as second language education, applied linguistics, language teaching and second language acquisition.
This corpus-driven research will look at how advanced learners of English as a Foreign Language (EFL) with different L1s (Chinese, German and Spanish) and British native speakers use adverbs in naturally occurring spoken discourse by making use of mixed-methods research.
Given the fact that the use of adverbs is a predictor of communicative competence and proficiency, these findings will hopefully be useful in areas as diverse as second language education, applied linguistics, language teaching and second language acquisition.
Honorary doctorate for Professor Jan Vermunt
Monday 25 April
The University of Antwerp in Belgium has awarded a honorary doctorate in Education Sciences to Professor Jan Vermunt.
The Faculty of Social Sciences of the University of Antwerp wished to pay him tribute for his "ground-breaking contribution to the educational sciences, in which he focuses both on fundamental as well as applied questions".
Watch Honorary doctorates 2016 Faculty of Social Sciences paying homage to Prof Jan Vermunt
The Faculty of Social Sciences of the University of Antwerp wished to pay him tribute for his "ground-breaking contribution to the educational sciences, in which he focuses both on fundamental as well as applied questions".
Watch Honorary doctorates 2016 Faculty of Social Sciences paying homage to Prof Jan Vermunt
Controversy, Genetics, Intelligence and Education
Thursday 21 April
‘Genetics: what it is that makes you clever – and why it’s shrouded in controversy’ by Daphne Martschenko is published in ‘The Conversation’ April 21 2016.
Daphne is a Faculty PhD candidate researching the ways in which behavioural genetics research on intelligence does, and could, shape how American educators conceptualize intelligence and student success.
Specifically, she studies how genetics research on IQ and educator understandings of intelligence may engage with the phenomenon of ethnic minority and low income underrepresentation in US gifted education programs.
Daphne is a Faculty PhD candidate researching the ways in which behavioural genetics research on intelligence does, and could, shape how American educators conceptualize intelligence and student success.
Specifically, she studies how genetics research on IQ and educator understandings of intelligence may engage with the phenomenon of ethnic minority and low income underrepresentation in US gifted education programs.
New Working Papers Series paper from Anna Vignoles
Tuesday 19 April
Anna Vignoles's research report with the Centre for Analysis of Youth Transitions is now part of the Working Papers Series at Read and download the paper online!.
Graduate earnings: what you study and where matters – but so does parents’ income
Thursday 14 April
First ‘big data’ research approach to graduate earnings reveals significant variations depending on student background, degree subject and university attended.
"The research illustrates strongly that for most graduates higher, education leads to much better earnings than those earned by non-graduates, although students need to realise that their subject choice is important in determining how much of an earnings advantage they will have."
Anna Vignoles, Professor of Education.
Read the full article
"The research illustrates strongly that for most graduates higher, education leads to much better earnings than those earned by non-graduates, although students need to realise that their subject choice is important in determining how much of an earnings advantage they will have."
Anna Vignoles, Professor of Education.
Read the full article
Large AHRC grant to study multilingualism
Thursday 31 March
Thanks to its success in winning an unprecedented £4million grant from the Arts and Humanities Research Council (AHRC), the University of Cambridge is to launch a major new research project to study the benefits of multilingualism to individuals and society, and transform attitudes to languages in the UK.
The project, called Multilingualism: Empowering Individuals, Transforming Society, aims to not only understand people’s experiences of speaking more than one language, but also to change attitudes towards multilingualism and multiculturalism throughout society and amongst key policy-makers.
Dr Linda Fisher will lead the Education strand of the project, with Dr Michael Evans and Dr Yongcan Liu as collaborators. The £512,000 grant for Education will be used to investigate multilingual identity, its development in the languages classroom and its impact on academic outcomes.
The projectoverall will bring together researchers from a range of different disciplines, including education, linguistics, literary studies, cognitive psychology and neuroscience. Co-researchers based in Belfast, Edinburgh and Nottingham as well as international partners in the Universities of Bergen, Girona, Peking and Hong Kong will contribute to this exciting initiative, described by the AHRC’s Chief Executive, Professor Andrew Thompson as making a potentially “vital contribution to our understanding of how modern languages in the UK can best develop to meet the needs of global society over the coming years.”
The project, called Multilingualism: Empowering Individuals, Transforming Society, aims to not only understand people’s experiences of speaking more than one language, but also to change attitudes towards multilingualism and multiculturalism throughout society and amongst key policy-makers.
Dr Linda Fisher will lead the Education strand of the project, with Dr Michael Evans and Dr Yongcan Liu as collaborators. The £512,000 grant for Education will be used to investigate multilingual identity, its development in the languages classroom and its impact on academic outcomes.
The projectoverall will bring together researchers from a range of different disciplines, including education, linguistics, literary studies, cognitive psychology and neuroscience. Co-researchers based in Belfast, Edinburgh and Nottingham as well as international partners in the Universities of Bergen, Girona, Peking and Hong Kong will contribute to this exciting initiative, described by the AHRC’s Chief Executive, Professor Andrew Thompson as making a potentially “vital contribution to our understanding of how modern languages in the UK can best develop to meet the needs of global society over the coming years.”
British Council Ukraine award exploratory visit grant for research links
Wednesday 16 March
Dr Olena Fimyar and Professor Colleen McLaughlin have been awarded a British Council Ukraine Exploratory Visits Grant to establish research links with Luhansk Taras Shevchenko National University (LTSNU). LTSNU is one of the 16 displaced universities in Ukraine, which have been relocated from the zone of military conflict in Eastern Ukraine to the territory under the control of the Ukrainian government.
In the first stage of collaboration the research will develop an Institutional Assessment tool adapted from the Framework for Strengthening Organisational Capacity (Lusthaus, Anderson & Murphy, 1995) and the Capacities and Vulnerabilities Analysis (Anderson and Woodrow, 1989), which will assist LTSNU in strengthening its research capacity. The project will build on the work of the Kazakhstan programme and will expand the reach of the Faculty’s expertise to another post-Soviet country in the region.
In the first stage of collaboration the research will develop an Institutional Assessment tool adapted from the Framework for Strengthening Organisational Capacity (Lusthaus, Anderson & Murphy, 1995) and the Capacities and Vulnerabilities Analysis (Anderson and Woodrow, 1989), which will assist LTSNU in strengthening its research capacity. The project will build on the work of the Kazakhstan programme and will expand the reach of the Faculty’s expertise to another post-Soviet country in the region.
Faculty launches programme for Kazakhstan educators
Tuesday 15 March
Our Kazakhstan Programme welcomed 11 teachers and teacher educators from Kazakhstan. The visiting educators are participating in a six-month intensive programme, 'Issues in Pedagogy, Curriculum, Teacher Education and Leadership’ from February to August 2016.
The aim of this programme is to support teachers and teacher educators in developing pedagogies and in leading educational change for the benefit of 21st century Kazakhstan.
'Issues in Pedagogy, Curriculum, Teacher Education and Leadership’consists of coursework and supervisions at the Faculty, weekly visits to schools in the Faculty's SUPER Network and a language course to enhance participants' academic reading, writing and teaching in English.
This programme represents the next phase in a five-year partnership between the Faculty and Kazakhstan. During this time, the Faculty has worked extensively to support policy setting, educational innovation, and the reform of teacher training institutions in Kazakhstan.
The aim of this programme is to support teachers and teacher educators in developing pedagogies and in leading educational change for the benefit of 21st century Kazakhstan.
'Issues in Pedagogy, Curriculum, Teacher Education and Leadership’consists of coursework and supervisions at the Faculty, weekly visits to schools in the Faculty's SUPER Network and a language course to enhance participants' academic reading, writing and teaching in English.
This programme represents the next phase in a five-year partnership between the Faculty and Kazakhstan. During this time, the Faculty has worked extensively to support policy setting, educational innovation, and the reform of teacher training institutions in Kazakhstan.
Free Access to Research Journals for Teachers
Monday 14 March
Frank Cornelissen offered a petition for giving Dutch teachers free access to research journals to the Dutch Secretary of State for Education in the Hague.
The petition resembled the UK petition of teacher Vincent Lien and received wide support within the Dutch field of education. The government’s response to the petition was positive and in the next months stakeholders will explore ways to make free access for Dutch teachers a fact.
The petition resembled the UK petition of teacher Vincent Lien and received wide support within the Dutch field of education. The government’s response to the petition was positive and in the next months stakeholders will explore ways to make free access for Dutch teachers a fact.
Former PhD Student, one of the ’100 World’s Most Inspiring Women'
Thursday 10 March
Kristen Ali Eglinton (PhD Social and Educational Research) has been featured as one of the "100 World's Most Inspiring Women" - at number 34 - for her work with the charity Footage Foundation, which she founded with University of Cambridge colleagues after graduating.
Kristen believes in the power of young people to tackle issues within their communities using multimedia tools and methods, including digital storytelling, images and text.
Kristen believes in the power of young people to tackle issues within their communities using multimedia tools and methods, including digital storytelling, images and text.
Teachers, Teaching and Sustainable Development
Thursday 3 March
These Cambridge seminars, organized by Leadership for Learning: the Cambridge network (LfL) in partnership with Open Society Foundations (OSF), Education International (EI), and the Organisation for Economic Co-operation and Development (OECD), bring together practitioners, researchers and policy-makers committed to enhancing the development of the teaching profession. Working with invited delegates from around the world, the seminars are intended to strengthen the discourse on the future of teaching and teachers.
Thinking about Teachers, Teaching and the 2030 Sustainable Development goals will be the fourth seminar in this series. The purpose is to examine education Goal 4 of the 2030 Agenda for Sustainable Development – Towards inclusive and equitable quality education and lifelong learning for all – from the perspective of teachers and teaching.
This seminar series is sponsored by Open Society Foundations.
Thinking about Teachers, Teaching and the 2030 Sustainable Development goals will be the fourth seminar in this series. The purpose is to examine education Goal 4 of the 2030 Agenda for Sustainable Development – Towards inclusive and equitable quality education and lifelong learning for all – from the perspective of teachers and teaching.
This seminar series is sponsored by Open Society Foundations.
The Monitoring Effect
Friday 26 February
Research by Dr Ricardo Sabates in collaboration with Laterite-Africa (www.laterite-africa.com) published in Evaluation Review has shown that the monitoring strategy followed by different organisations can impact on programme outcomes.
Dr Sabates and his collaborators from Laterite-Africa investigated how different monitoring strategies for farmers affected the participation of farmers in training programmes and also the adoption of best practices to increase coffee productivity. Education and training is an important component of development programmes, and many international organisations develop different monitoring tools to improve the participation of beneficiaries in different programmes. The monitoring strategy could change the way in which individuals behave partly as a response of being observed, as a result of being reminded of the programme or by raising awareness of the important of the project. Although we are unsure about the exact mechanism for the transmission of the potential effects of monitoring, this research show substantial benefits for those who were monitored more regularly and intensively.
Publication: The Effect of Monitoring: How Data Collection Type and Frequency Boosts Participation and the Adoption of Best Practices in a Coffee Agronomy Training Program in Rwanda
Dr Sabates and his collaborators from Laterite-Africa investigated how different monitoring strategies for farmers affected the participation of farmers in training programmes and also the adoption of best practices to increase coffee productivity. Education and training is an important component of development programmes, and many international organisations develop different monitoring tools to improve the participation of beneficiaries in different programmes. The monitoring strategy could change the way in which individuals behave partly as a response of being observed, as a result of being reminded of the programme or by raising awareness of the important of the project. Although we are unsure about the exact mechanism for the transmission of the potential effects of monitoring, this research show substantial benefits for those who were monitored more regularly and intensively.
Publication: The Effect of Monitoring: How Data Collection Type and Frequency Boosts Participation and the Adoption of Best Practices in a Coffee Agronomy Training Program in Rwanda
Places available! Newly Qualified Teachers...
Thursday 25 February
NQT Professional Development Conference Friday 11th March 2016 9:30am to 3:30pm. A few places are still available for this great professional development opportunity for newly qualified teachers.
This conference has been organised especially for newly qualified teachers to come to the Faculty for a day of CPD.
The aim is for you to have the opportunity to undertake high quality professional development as well as to share your experiences mid-way through the first year of teaching.
A certificate of attendance will be provided for your CPD record. Further information.
This conference has been organised especially for newly qualified teachers to come to the Faculty for a day of CPD.
The aim is for you to have the opportunity to undertake high quality professional development as well as to share your experiences mid-way through the first year of teaching.
A certificate of attendance will be provided for your CPD record. Further information.
Learning to learn: Improving Attainment at Key Stage 3
Friday 19 February
PhD student James Mannion and his supervisor Professor Neil Mercer have just published an article in the Curriculum Journal about James' research on school improvement and how a school-based 'learning to learn' intervention has successfully raised the attainment level of 'pupil premium' students:
Mannion, J. & Mercer, N. (2016): Learning to learn: improving attainment, closing the gap at Key Stage 3,The Curriculum Journal. (Published online: 12 Feb 2016)
James has made a Youtube video to go with the article:
https://www.youtube.com/watch?v=a_4BXny-kAU
Mannion, J. & Mercer, N. (2016): Learning to learn: improving attainment, closing the gap at Key Stage 3,The Curriculum Journal. (Published online: 12 Feb 2016)
James has made a Youtube video to go with the article:
https://www.youtube.com/watch?v=a_4BXny-kAU
Men in Early Years Conference
Monday 15 February
On Saturday 13 February 2016, Dr. Simon Brownhill, a Senior Teaching Associate in the Faculty of Education, attended the first National Men in Early Years Conference held at City College Southampton. He delivered a well-attended interactive workshop which explored the tensions and dilemmas surrounding the presence of men in early years settings, and was invited to be a panel member of a delegate 'Q&A' session in the afternoon.
Simon was able to draw on both his doctoral research - The 'brave' man in the early years: the ambiguities of being a 'role model' (0-8) and also his latest peer-reviewed journal article linked to this topic (see http://www.tandfonline.com/doi/abs/10.1080/1350293X.2015.1043811).
Simon was able to draw on both his doctoral research - The 'brave' man in the early years: the ambiguities of being a 'role model' (0-8) and also his latest peer-reviewed journal article linked to this topic (see http://www.tandfonline.com/doi/abs/10.1080/1350293X.2015.1043811).
Research Award - Impact of School Research Network
Monday 15 February
Ros McLellan and Frank Cornelissen have been awarded a research grant award of the Spencer Foundation in the United States (US) to investigate the impact of sharing and using research-based knowledge on school development.
In close collaboration with school colleagues of a Charter Management Organisation in the US and a Charter school (part of the Faculty's SUPER Network) in the UK they will be designing interventions to foster research engagement among school staff and examine what value for school practice is developed.
In this endeavor the researchers will be using a combination of quantitative and qualitative methods of social network analysis. The project will start March 2016.
In close collaboration with school colleagues of a Charter Management Organisation in the US and a Charter school (part of the Faculty's SUPER Network) in the UK they will be designing interventions to foster research engagement among school staff and examine what value for school practice is developed.
In this endeavor the researchers will be using a combination of quantitative and qualitative methods of social network analysis. The project will start March 2016.
Faculty involvement as Prince Charles visits Primary PGCE partnership school
Thursday 11 February
Prince Charles visited Ashley Primary School a Primary PGCE partnership school on February 10th to open their new Harmony Centre, devoted to work on sustainability education. Paul Warwick represented the Faculty, meeting the Prince and discussing the importance of an emphasis on environmental education in teacher training. We are grateful to Richard Dunne, head teacher of Ashley School, for his invitation to this event.
New working paper published by Keith Taber and students
Wednesday 10 February
The Faculty's Working Paper Series just released another work-in-progress article by Keith Taber, Richard Brock and Gabriela Martinez Sainz. Follow the website for publications as they happen!
Thinking together, learning together, writing together: synergies and challenges in the collaborative supervisory relationship
Thinking together, learning together, writing together: synergies and challenges in the collaborative supervisory relationship
Primary children research cells at the Faculty
Tuesday 9 February
A class of 5-6 year olds from Chesterton Primary School were in the science labs in January to work with scientists from the Stem Institute.
They carried out work that looked at the 'building blocks' of human beings, working with the scientists to gain a first insight into ideas about cells. Learning was mixed with fun, both for the children and the scientists!
Faculty's STEM Academic group pages.
They carried out work that looked at the 'building blocks' of human beings, working with the scientists to gain a first insight into ideas about cells. Learning was mixed with fun, both for the children and the scientists!
Faculty's STEM Academic group pages.
Research Project funded by the Research Council of Norway
Thursday 4 February
Paul Warwick (PI) and Louis Major (RA) will be working with colleagues at the University of Oslo on a project entitled 'Digitalised Dialogues Across the Curriculum'(DiDiAC). Research in Norwegian and English secondary schools will involve design-based interventions drawing on dialogic classroom strategies and on technology developed at the University of Oslo (the micro-blogging tool TalkWall, available online in English and Norwegian). The research team will also conduct a longitudinal follow-up study in Norway with teachers who participate in the initial intervention.
This 4-year project is funded by The Research Council of Norway, with the Faculty of Education receiving approximately £240,000.
This 4-year project is funded by The Research Council of Norway, with the Faculty of Education receiving approximately £240,000.
Deaf-friendly teaching with pupils and trainee teachers
Tuesday 26 January
Jack Hunt School pupils offer deaf awareness training at PGCE adolescence and wellbeing conference.
As part of the Secondary PGCE's adolescence and wellbeing conference on 8th January 2016, the Faculty was pleased to welcome ten pupils from Jack Hunt School's hearing support unit, who delivered two hour-long training sessions for trainee teachers.
The deaf and hearing-impaired students spoke about themselves, their deafness and their communication preferences in the classroom, explaining how eye contact, lip reading, peer support, humour and patience can support students in overcoming communication barriers. After a question and answer session they worked in pairs to instruct the trainee teachers in basic sign language.
"Sessions like these work both ways," said Martin Barwise, assistant headteacher at Jack Hunt School. "They provide trainee teachers with a focus on deaf awareness and deaf-friendly teaching as well as providing an introduction to British sign language. At the same time the sessions are very powerful in boosting our students' confidence and self-esteem."
As part of the Secondary PGCE's adolescence and wellbeing conference on 8th January 2016, the Faculty was pleased to welcome ten pupils from Jack Hunt School's hearing support unit, who delivered two hour-long training sessions for trainee teachers.
The deaf and hearing-impaired students spoke about themselves, their deafness and their communication preferences in the classroom, explaining how eye contact, lip reading, peer support, humour and patience can support students in overcoming communication barriers. After a question and answer session they worked in pairs to instruct the trainee teachers in basic sign language.
"Sessions like these work both ways," said Martin Barwise, assistant headteacher at Jack Hunt School. "They provide trainee teachers with a focus on deaf awareness and deaf-friendly teaching as well as providing an introduction to British sign language. At the same time the sessions are very powerful in boosting our students' confidence and self-esteem."
PEDAL Centre Director helps to change Polish education law
Thursday 21 January
Dr David Whitebread, Director of PEDAL, was invited by the Polish Parents' Rights Association, last June 2015, as an expert in Early Years and Primary Education, to give a lecture at Warsaw University. His lecture reviewed the research evidence indicating that lowering the school starting age is likely to be ineffective or counterproductive in relation to raising academic achievement. This arose from the Polish government's decision earlier that year to enact a law lowering the school starting age from seven to six years of age.
David also met Polish President Andrzej Duda in order to help the parent campaigners make their case that this new law should be reversed, and this campaign has now been successful.
Full Report and Video
David also met Polish President Andrzej Duda in order to help the parent campaigners make their case that this new law should be reversed, and this campaign has now been successful.
Full Report and Video
Inaugural PEDAL research seminar with guest speaker Professor Kristiina Kumpulainen, University of Helsinki
Tuesday 12 January
As a guest of PEDAL (the Faculty's new research centre on Play in Education, Development and Learning), Professor Kumpulainen will be speaking at a seminar on Tuesday, 19 January 2016 about current international research on play and how this evidence is reflected in Finnish education policy and practice.
Her talk will also touch on the changing landscape of play in the digital era and how this will impact on learning, educational practice and the professional competencies of teachers.
This seminar will be of interest to academics, teachers and practitioners, as well as to those with a fascination for Nordic social and educational policy.
Booking Details can be found at:
https://www.eventbrite.co.uk/e/pedal-seminar-play-learning-in-finnish-education-policy-practice-tickets-20462951238
Any enquiries, contact PEDAL via pedal@educ.cam.ac.uk or call 01223 767548.
Her talk will also touch on the changing landscape of play in the digital era and how this will impact on learning, educational practice and the professional competencies of teachers.
This seminar will be of interest to academics, teachers and practitioners, as well as to those with a fascination for Nordic social and educational policy.
Booking Details can be found at:
https://www.eventbrite.co.uk/e/pedal-seminar-play-learning-in-finnish-education-policy-practice-tickets-20462951238
Any enquiries, contact PEDAL via pedal@educ.cam.ac.uk or call 01223 767548.
Male Teachers in Primary School – Research Award
Wednesday 6 January
Paul Warwick, Simon Brownhill and Jane Warwick have been awarded a small grant award from the Newton Trust to investigate the thoughts, ideas and experiences of men who work in the early years and primary school sectors and who are at different stages of their career trajectories.
The research will investigate common discourses of identity amongst these professionals, particularly in relation to societal expectations of the male primary school teacher as a role model for pupils. The focus on identity development over time will provide a unique perspective on what it means to develop as a male primary or early primary teacher.
The research will investigate common discourses of identity amongst these professionals, particularly in relation to societal expectations of the male primary school teacher as a role model for pupils. The focus on identity development over time will provide a unique perspective on what it means to develop as a male primary or early primary teacher.
Lavender Primary School pupils visit the Faculty of Education!
Monday 21 December
Enthusiastic Enfield pupils from Lavender Primary School enjoyed a taste of student life at the Faculty of Education on Tuesday 15th December.
60 Year 6 pupils and their teachers were welcomed to the Faculty for a visit designed to get the pupils thinking about what education really is, what they would like to do when they are older and the higher education opportunities that are available to them.
Full Report and photo.
If you would like to get involved with outreach work at the Faculty of Education, please contact Eve at outreach@educ.cam.ac.uk
60 Year 6 pupils and their teachers were welcomed to the Faculty for a visit designed to get the pupils thinking about what education really is, what they would like to do when they are older and the higher education opportunities that are available to them.
Full Report and photo.
If you would like to get involved with outreach work at the Faculty of Education, please contact Eve at outreach@educ.cam.ac.uk
Dutch Minister of Education visits the Faculty
Wednesday 16 December
The Dutch Minister of Education, Culture and Science, Dr Jet Bussemaker, paid a one-day visit to the Cambridge Faculty of Education on Wednesday 9th December. Members of her delegation included representatives of the Dutch Ministry of Education, Culture and Science and the Royal Netherlands Embassy in London, accompanied by others from different areas of teaching and learning in the Netherlands such as higher, secondary, primary and vocational education. Their chief aim was to discuss teacher preparation and ongoing professional development with members of the Faculty’s outstanding Early Primary/Primary and Secondary Postgraduate Certificate in Education (PGCE) courses. Read more...
Let girls learn in conflict settings
Thursday 10 December
Unique threats to girls displaced by conflict prompt exceptional initiative.
University of Cambridge together with the Georgetown Institute of Women, Peace and Security spearheaded a gathering of some of the world's leading experts last week. The aim of the meeting was to develop a research agenda that will provide policymakers with the information they need to make evidence-based policy decisions on improving education for girls affected by conflict, particularly those who are forced to flee their homes.
University of Cambridge Vice Chancellor Leszek Borysiewicz led the meeting along with Ambassador Melanne Verveer, from the Georgetown Institute for Women, Peace and Security.
Professor Pauline Rose of the REAL Centre, who is leading the partnership on Cambridge's behalf, explains the importance of overcoming barriers to girls' education in conflict settings: "It is vital that we smooth disrupted transitions that adolescent girls face in their education journey in conflict-affected settings - this means addressing the obstacles these girls face from home to school, and from school to work. We urgently need a stronger evidence-base to guide policymakers in making sure these girls are not denied their right to education and can support social cohesion for future generations."
Click here for the full story.
University of Cambridge together with the Georgetown Institute of Women, Peace and Security spearheaded a gathering of some of the world's leading experts last week. The aim of the meeting was to develop a research agenda that will provide policymakers with the information they need to make evidence-based policy decisions on improving education for girls affected by conflict, particularly those who are forced to flee their homes.
University of Cambridge Vice Chancellor Leszek Borysiewicz led the meeting along with Ambassador Melanne Verveer, from the Georgetown Institute for Women, Peace and Security.
Professor Pauline Rose of the REAL Centre, who is leading the partnership on Cambridge's behalf, explains the importance of overcoming barriers to girls' education in conflict settings: "It is vital that we smooth disrupted transitions that adolescent girls face in their education journey in conflict-affected settings - this means addressing the obstacles these girls face from home to school, and from school to work. We urgently need a stronger evidence-base to guide policymakers in making sure these girls are not denied their right to education and can support social cohesion for future generations."
Click here for the full story.
NEW MPhil in Education, Globalisation and International Development
Monday 30 November
The Faculty of Education of the University of Cambridge invites interested candidates to apply for an exciting new MPhil in Education, Globalisation and International Development. The MPhil will provide students with the opportunity to assess critically the challenges faced by resource-constrained education systems, as well as possibilities for change. The new Global Goals to be achieved by 2030, agreed by the United Nations General Assembly in September 2015, presents a key opportunity for students on the MPhil to engage with the role of equality, diversity and inclusion to achieve education and learning goals. The MPhil will address topical issues such as reaching children with disabilities; poverty, gender and education; education in conflict settings and for peace; use of digital technologies; and acquisition of skills for young people relevant to the global economy. Students will benefit from teaching by internationally-renowned Faculty staff who are actively involved in cutting edge research and evidence-based policy advice in international development settings.
For further information and to apply, click here.
For further information and to apply, click here.
Chinese Executive Leadership Academy Jinggangshan Visit
Monday 23 November
A delegation from the Chinese Executive Leadership Academy Jinggangshan (CELAJ) led by the Vice President Professor Kuang Sheng visited the Faculty of Education to discuss mutual interests in educational leadership and professional development. Dr Elaine Wilson and Dr Fay Turner provided an overview of the ongoing work on the Centres of Excellence Programme in Kazakhstan while Jane Warwick and Linda Fisher outlined the Cambridge approach to Initial Teacher Education.
CELAJ is located in the Luoxiao Mountains in the remote border region between Jiangxi and Hunan provinces, China. It specialises in leadership education and development to promote education and to keep senior government officials abreast of national and international developments.
CELAJ is located in the Luoxiao Mountains in the remote border region between Jiangxi and Hunan provinces, China. It specialises in leadership education and development to promote education and to keep senior government officials abreast of national and international developments.
Where now for peace education in the twenty first century?
Tuesday 17 November
The Report of the Cambridge Peace Education Research Group's first International Seminar, Autumn 2015, is now online.
Where now for peace education in the twenty first century? An inter-generational group of world-leading scholars discuss...
Also available - the full Programme with abstracts and biographies of keynotes and paper presentations.
Where now for peace education in the twenty first century? An inter-generational group of world-leading scholars discuss...
Also available - the full Programme with abstracts and biographies of keynotes and paper presentations.
Inspiring... Launch of the Faculty's Working Papers Series
Thursday 12 November
We are delighted to announce the launch of the Faculty's Working Papers Series, with the first paper from Professor Pauline Rose and Dr Rabea Malik: Can Pakistan afford quality education for all its children and young people?
You are invited to read and reply to Professor Rose via the comments box which follows the article. Please note comments are moderated.
We will be publishing papers from Faculty staff and PhD students on a regular basis, and look forward to the Series inspiring discussion about research within the Faculty.
You are invited to read and reply to Professor Rose via the comments box which follows the article. Please note comments are moderated.
We will be publishing papers from Faculty staff and PhD students on a regular basis, and look forward to the Series inspiring discussion about research within the Faculty.
What happened at the Faculty's Festival of Ideas?
Monday 9 November
This year we hosted two events as part of the University's annual Festival of Ideas. We welcomed a grand total of 284 visitors to the building and both events were enjoyed by all.
Full report and photos of the events.
Many thanks go to Siddharth Pandey for delivering a very engaging talk, the 17 volunteers who made the events such a success and to everybody who helped with the preparation and running of the events.
For more information about the Faculty's outreach work, please contact
Eve Berwin (Schools Liaison Coordinator) at elb82@cam.ac.uk
Full report and photos of the events.
Many thanks go to Siddharth Pandey for delivering a very engaging talk, the 17 volunteers who made the events such a success and to everybody who helped with the preparation and running of the events.
For more information about the Faculty's outreach work, please contact
Eve Berwin (Schools Liaison Coordinator) at elb82@cam.ac.uk
Stimulating (Emerging) Story Writing!
Monday 2 November
Stimulating Emerging Story Writing! Inspiring children aged 3-7 and Stimulating Story Writing! Inspiring children aged 7-11 are two new professional books that have been written by Dr. Simon Brownhill, a Senior Teaching Associate in the Faculty of Education. The books are packed full of innovative and exciting ways to help educators inspire children between the ages of 3 and 11 to want to create stories and develop their story writing skills.
Underpinned by theoretical perspectives and research findings, these two books are designed to provide busy educators with a wealth of interesting ideas and practical teaching strategies and that can be used with immediate effect in the classroom.
Published by Routledge, the books are considered to be an essential resource for trainee teachers and active professionals in the early years and primary school sectors.
Further details and purchasing information are available at:
https://www.routledge.com/products/9781138804852 (3-7)
https://www.routledge.com/products/9781138804838 (7-11)
Underpinned by theoretical perspectives and research findings, these two books are designed to provide busy educators with a wealth of interesting ideas and practical teaching strategies and that can be used with immediate effect in the classroom.
Published by Routledge, the books are considered to be an essential resource for trainee teachers and active professionals in the early years and primary school sectors.
Further details and purchasing information are available at:
https://www.routledge.com/products/9781138804852 (3-7)
https://www.routledge.com/products/9781138804838 (7-11)
November Open Day - Centre for Children’s Literature
Monday 2 November
Come learn more about research in children’s literature, the work of the Cambridge-Homerton Research and Teaching Centre for Children’s Literature and opportunities for study, including the MPhil, MEd and PhD programmes.
With a talk from our special guest, award-winning children’s book author and illustrator Mini Grey.
2-5pm Saturday 14th November. Full poster details.
With a talk from our special guest, award-winning children’s book author and illustrator Mini Grey.
2-5pm Saturday 14th November. Full poster details.
Faculty signs MoU with Education Department of Chaoyang, Beijing
Monday 26 October
Professor Jan Vermunt, Deputy Head of Faculty, and Mr Liu Libin, Deputy Head of the Education Department of Chaoyang, Beijing, are pictured signing an MoU between the Faculty of Education and the Education Department of Chaoyang, Beijing.
Also present from Chaoyang were Mr Li jun, and Mr Lu Xueqing, Vice Presidents of the Institute of Education, Chaoyang, Beijing, and Dr Sue Brindley, Faculty PPD Co-ordinator.
The MoU signals the beginning of an exciting project on developing pedagogy in Chinese classrooms and also the development of collaborative research. The project will be co-ordinated by Professor Geoff Hayward, Head of Faculty, and Dr Sue Brindley.
Also present from Chaoyang were Mr Li jun, and Mr Lu Xueqing, Vice Presidents of the Institute of Education, Chaoyang, Beijing, and Dr Sue Brindley, Faculty PPD Co-ordinator.
The MoU signals the beginning of an exciting project on developing pedagogy in Chinese classrooms and also the development of collaborative research. The project will be co-ordinated by Professor Geoff Hayward, Head of Faculty, and Dr Sue Brindley.
Award of Future Research Leaders ESRC Grant
Friday 23 October
In October 2015 Marisol Basilio was awarded a Future Research Leaders ESRC Grant entitled: "Early Learning Abilities Promoting Success in Education (ELAPSE): Findings from the Millennium Cohort Study and directions of a new longitudinal study". Marisol will lead this 3 years project as Principal Investigator with the support of Professor Anna Vignoles and Professor Claire Hughes as her mentors.
The aim of this proposal is to investigate the developmental mechanisms by which children's early learning skills, life conditions, and opportunities to play result in different later educational outcomes. The project looks at success in education beyond school attainment, including children's socio-emotional experiences in relation to learning and school. To address this question, Marisol will conduct secondary analyses of the longitudinal Millennium Cohort Study (MCS) data in order to distinguish children's profiles, examine developmental trajectories, and estimate models of early child development. The second aim of the project is to conduct a feasibility evaluation for a future longitudinal study of early development, with a significant emphasis on the role of self-regulation and play.
This research will inform educational policy and practices aimed at promoting children's early learning opportunities to reduce later educational disadvantage.
The Future Research Leaders scheme aims 'to enable outstanding early-career social scientists, in partnership with their host organisation, to acquire the skills set to become the future world leaders in their field' http://www.esrc.ac.uk/funding/funding-opportunities/future-research-leaders/.
The aim of this proposal is to investigate the developmental mechanisms by which children's early learning skills, life conditions, and opportunities to play result in different later educational outcomes. The project looks at success in education beyond school attainment, including children's socio-emotional experiences in relation to learning and school. To address this question, Marisol will conduct secondary analyses of the longitudinal Millennium Cohort Study (MCS) data in order to distinguish children's profiles, examine developmental trajectories, and estimate models of early child development. The second aim of the project is to conduct a feasibility evaluation for a future longitudinal study of early development, with a significant emphasis on the role of self-regulation and play.
This research will inform educational policy and practices aimed at promoting children's early learning opportunities to reduce later educational disadvantage.
The Future Research Leaders scheme aims 'to enable outstanding early-career social scientists, in partnership with their host organisation, to acquire the skills set to become the future world leaders in their field' http://www.esrc.ac.uk/funding/funding-opportunities/future-research-leaders/.
Sibs, schools or sorting: What drives educational inequality in East Africa?
Thursday 22 October
The REAL Centre welcomes you to attend the seminar Sibs, schools and sorting: What drives educational inequality in East Africa? by Sam Jones, on Monday 9 November at 12.00 at the Faculty of Education.
Sam Jones, Associate Professor of Economics at the University of Copenhagen, will present his research that identifies the unique contributions of siblings, schools and sorting effects to variation in learning outcomes. His study applies a novel technique to UWEZO test score data, covering over one million children across East Africa.
For more information, please click here or visit http://talks.cam.ac.uk/talk/index/62038.
RSVP to Diane at drc43@cam.ac.uk
Sam Jones, Associate Professor of Economics at the University of Copenhagen, will present his research that identifies the unique contributions of siblings, schools and sorting effects to variation in learning outcomes. His study applies a novel technique to UWEZO test score data, covering over one million children across East Africa.
For more information, please click here or visit http://talks.cam.ac.uk/talk/index/62038.
RSVP to Diane at drc43@cam.ac.uk
Watch Live today! - Launch of the PEDAL Centre - 22 October
Thursday 22 October
The Centre for Research on Play in Education, Development and Learning (PEDAL) is launched by the University of Cambridge at 4pm BST today. This ground-breaking research institution will examine the role of playfulness in learning and development in young children.
The PEDAL Centre has been established with a £4 million donation from the LEGO Foundation, a Danish corporate foundation funded by LEGO whose aim is to use play to improve learning for children all over the world.
PEDAL acting director Dr David Whitebread said: “Play opportunities for children living in modern urban environments are increasingly curtailed, within their homes, communities and schooling. At the same time, play remains a relatively under-researched area within developmental science, with many fundamental questions still unanswered. Therefore, an invigorated research effort in this area will constitute a significant contribution to cultural understandings about the importance of play and the development, internationally, of high quality education, particularly in the area of early childhood.”
If you would like to watch the event (either live today at 4pm BST or at a later date) it can be viewed via:
www.educ.cam.ac.uk/centres/pedal/
We hope you will join us for this exciting event!
The PEDAL team.
The PEDAL Centre has been established with a £4 million donation from the LEGO Foundation, a Danish corporate foundation funded by LEGO whose aim is to use play to improve learning for children all over the world.
PEDAL acting director Dr David Whitebread said: “Play opportunities for children living in modern urban environments are increasingly curtailed, within their homes, communities and schooling. At the same time, play remains a relatively under-researched area within developmental science, with many fundamental questions still unanswered. Therefore, an invigorated research effort in this area will constitute a significant contribution to cultural understandings about the importance of play and the development, internationally, of high quality education, particularly in the area of early childhood.”
If you would like to watch the event (either live today at 4pm BST or at a later date) it can be viewed via:
www.educ.cam.ac.uk/centres/pedal/
We hope you will join us for this exciting event!
The PEDAL team.
Festival of Ideas: WOW Lecture: #UpForSchool
Thursday 15 October
As part of the Festival of Ideas, Professor Pauline Rose will present a WOW lecture: #UpForSchool on Tuesday 27 October from 5:30pm - 6:30pm, St John's College, Palmerston Room, St John's Street, CB2 1TP.
With the highly publicised #UpForSchool campaign and the announcement of the Sustainable Development Goals that will guide international action for the next 15 years, this session considers the key issues in the education debate and implications for future action.
To see more information and to book a place, see: www.festivalofideas.cam.ac.uk/events/wow-lecture-upforschool
With the highly publicised #UpForSchool campaign and the announcement of the Sustainable Development Goals that will guide international action for the next 15 years, this session considers the key issues in the education debate and implications for future action.
To see more information and to book a place, see: www.festivalofideas.cam.ac.uk/events/wow-lecture-upforschool
Black History Month
Tuesday 6 October
Last week marked the start of this year's Black History Month. To celebrate the Faculty of Education's commitment to diversity, we have been featured in an online profile on the Black History Month website's Diversity Dashboard , and will also be featured in their brochure.
The feature highlights the PGCE programmes' encouragement of applications from sections of communities that are under-represented in the teaching profession.
The feature highlights the PGCE programmes' encouragement of applications from sections of communities that are under-represented in the teaching profession.
The Faculty of Education at the Festival of Ideas 2015
Tuesday 6 October
Our Faculty has been taking part in the Festival of Ideas for a number of years and this year is no exception. We will be running two events:
A home in the hills: Indian Summers and the making of India's Little England - Thursday 29th October, 6 - 7.30pm, by Siddharth Pandey. Free of charge (no booking required).
Channel 4's recently concluded, critically acclaimed 'Indian Summers' showed the Himalayan hill station of Simla, brimming with the power politics of the Empire and the Indian National Movement.
Full details pdf.
Find your own superpower! - Friday 30th October 10.30am - 2.30pm (Free of charge, no booking required, drop-in).
Imagination and creativity are all that is required to find your own special superpower. Children are invited to play and learn with art, poetry, games and much more. Why not come dressed as your favourite superhero?
Full details pdf.
We would be delighted to see as many people as possible at this year's events, both of which look set to be hugely enjoyable.
For more information, or if you are interested in volunteering to help at either of the events, please contact Eve Berwin (Faculty Schools Liaison Coordinator) on elb82@cam.ac.uk
Festival of Ideas Video.
A home in the hills: Indian Summers and the making of India's Little England - Thursday 29th October, 6 - 7.30pm, by Siddharth Pandey. Free of charge (no booking required).
Channel 4's recently concluded, critically acclaimed 'Indian Summers' showed the Himalayan hill station of Simla, brimming with the power politics of the Empire and the Indian National Movement.
Full details pdf.
Find your own superpower! - Friday 30th October 10.30am - 2.30pm (Free of charge, no booking required, drop-in).
Imagination and creativity are all that is required to find your own special superpower. Children are invited to play and learn with art, poetry, games and much more. Why not come dressed as your favourite superhero?
Full details pdf.
We would be delighted to see as many people as possible at this year's events, both of which look set to be hugely enjoyable.
For more information, or if you are interested in volunteering to help at either of the events, please contact Eve Berwin (Faculty Schools Liaison Coordinator) on elb82@cam.ac.uk
Festival of Ideas Video.
R is for Rabbit
Friday 2 October
The Cambridge Animal Alphabet series celebrates Cambridge’s connections with animals through literature, art, science and society.
"The interest in rabbits, and anthropomorphising them as characters, is perhaps rather a curious phenomenon in British culture"
Dr Zoe Jaques is a lecturer in children’s literature. Her research spans fiction for children from 1800 to the present, and in particular how children’s fantasy participates in questions of what it means to be human. Here she answers questions about rabbits in children’s fiction.
Read the full report.
"The interest in rabbits, and anthropomorphising them as characters, is perhaps rather a curious phenomenon in British culture"
Dr Zoe Jaques is a lecturer in children’s literature. Her research spans fiction for children from 1800 to the present, and in particular how children’s fantasy participates in questions of what it means to be human. Here she answers questions about rabbits in children’s fiction.
Read the full report.