(part 2) Iro Konstantinou Researcher-in-residence, Eton College I was appointed as the Researcher-in-Residence at the Tony Little Centre at the end of 2017. I was still finalising my PhD thesis and I was very much torn between staying in academia or accepting a role at a school and perhaps losing the momentum of writing papers, […]
(part 3) Sue Sing Researcher-in-Residence, Christ the King Sixth Form College The significance and relevance of using evidence-informed practices with regards to the development of teaching and learning became apparent following its lead involvement in an externally-funded cross-sector action research project. This saw state and independent school teachers researching together, in genuinely reciprocal ways, to […]
(Part 1) In our attempts to be a research-informed school, our approach is bottom up, led by teachers rather than responding to positions of authority, whether that is management teams, examining bodies, or inspection reports. To make this argument we draw from various individuals and their respective experiences: the Researcher-in-Residence and a History teacher at […]
Gregory et al. (2013) provide practical applications how to engage students in creative thinking, drawing from research. These guidelines aim to advance students’ creative thinking capabilities.
Part Two. Embedding creativity
This is a two-part post on how creativity can be defined and how it can be embedded within the classroom.
This is the second blog of the series of blog posts on procrastination. This post will investigate the relationship between our two selves: the present and future. In doing so, the aim is to re-evaluate how we think of procrastinators and those who we so easily negatively label as ‘lazy’. It’s not their fault: procrastination […]
Continuing from our previous post here are some ideas for reporting which is effective and can lead to academic development and overall progress, without being conflated with testing.
Lanzotte’s work on the Effective Schools Movement (initially published in the 80s) still resonates regarding the importance of meaningful reporting.
It seems to me that if we want schools to be evidence-informed, we will need to ensure that everyone at the school engages with research of some kind. This does not imply that everyone needs to produce primary research, but be able to approach research as something meaningful with practical applications.