There is no evidence that either academies or local schools produce better results with equivalent pupils.
Academic rigor, journalistic flair
Articles on UK secondary schools
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Beliefs about language are never just about language. They reflect institutional power dynamics.
Would formal exams be a better, and fairer, measure of pupil performance than teacher assessments?
Making the jump from year six to year seven can be stressful, which only adds to the anxiety children feel from the pandemic. Support from parents and teachers alike is vital
The way students have been marked has changed, but that doesn’t mean they don’t deserve their grades.
Women are often drawn to teaching because of the supposed life-work balance. Extreme workloads and inflexible school structures means too many quit early.
Top contributors
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Professor of Education and Public Policy, Durham University
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Senior Lecturer in Psychology (Education), University of Glasgow
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Senior Lecturer, Sheffield Hallam 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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Research Fellow in the School of Education, Durham University
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Lecturer in Educational Psychology, University of Manchester
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Reader in Educational Psychology, Manchester Metropolitan University
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Senior Lecturer in Critical Applied Linguistics, Manchester Metropolitan University
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Senior Lecturer in Initial Teacher Education, Sheffield Hallam University
