Changes have included a return to exam-focused assessment.
Rigor acadêmico, estilo jornalístico
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It could be argued that teachers who have remained committed to the profession are the ones who most deserve a reward, not new entrants.
Some government reforms to initial teacher training appear to have actually suppressed the number of people who can be trained.
We found that schools which created a strong sense of belonging prioritised equity rather than equality.
Reading and writing should be taught together again.
Teachers described themselves as acting as ‘security guards’ and ‘police officers’.
LGBT+ teachers need training and support for the challenges they are likely to face.
Very compressed study schedules lead to a catastrophic amount of forgetting.
Research makes clear the greater risks that come to children who receive inadequate sex education.
It’s important to remember that you can’t ‘complete’ revision.
Technology is being used in schools without extensive research to show whether it has a positive impact.
Basing admissions to some schools on faith fragments the education system.
The government’s decision may seem hard to fathom.
Secularism in England is often culturally and historically Christian.
There isn’t much lesson time for international languages.
Schools are running food banks because they are faced with growing poverty and families struggling financially.
Social transitioning usually occurs at home or in schools or workplaces, not in medical establishments.
A new study reveals the extent of the COVID pandemic’s effect on headteachers, including high workloads, stress and exhaustion.
Two hours a week is not enough.
There are alternatives to England’s focus on synthetic phonics, which teaches children to decode words by learning the relationship between letters and sounds.
Principais colaboradores
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Associate Professor at the Health Services Management Centre, University of Birmingham
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Lecturer in Education, Swansea University
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Director, Nottingham Institute of Education, Nottingham Trent University
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Professor of Education and Public Policy, Durham University
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Associate Pro Vice Chancellor for Student Inclusion and Professor of Learning and Teaching in Higher Education, University of East Anglia
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Assistant Professor of Behavioural Science, Warwick Business School, University of Warwick
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Professor in Public Health Data Science, Swansea University
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Professor of Inclusive Education, PVC Dean Arts, Humanities, Education and Social Sciences, Anglia Ruskin University
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Research Officer at Medical School, Swansea University
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Professor of Digital Policy, Swansea University
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Research Fellow in the Department of Social Work and Social Care, University of Birmingham
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PhD Candidate in the School of Social Policy, University of Birmingham
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Lecturer in Physical Education & Sport / Course Leader MA in Physical Education and School Sport, University of Central Lancashire
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Professor of Sport and Physical Education, University of Central Lancashire
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Professor of Education Innovation, De Montfort University
