The school as a learning organisation
UCL Institute of Education
Schools today have to prepare students for life and work in a fast-changing world, for jobs and for using technologies […]
Education
Evidence-informed practice
UCL Institute of Education
Louise Stoll explores explore the ways in which formal and informal evidence and expertise can inform practice within and between organisations, […]
Fundamental British Values in the Early Years
University of East London
Jenny Robson looks at the response from Early Years Practitioners to the government requirement that they promote Fundamental British Values […]
Who are gaining the highly paid elite placements in UK higher education?
Bath Spa University
Zhiqi Wang analyses longitudinal student data to determine the influence of social class, academic performance and other individual factors such as […]
Individual and academic differences on placement participation rate
Bath Spa University
Zhiqi Wang and Ian Crawford investigate the low placement participation rate among international students compared with UK students, by examining […]
Socio-scientific issue-based learning
UCL Institute of Education
While narratives which integrate aspects of human consciousness can be a powerful instrument in teaching and learning about socio-scientific issues, […]
What is Holistic Biology and why does it matter?
UCL Institute of Education
Recent developments toward a more holistic biology do not eliminate reductionism and determinism, but they do suggest more complex forms […]
Widening Participation in Higher Education: A Quantitative Analysis
University of Cambridge
Higher education (HE) participation has expanded dramatically in England over the last half century. Yet although participation has been rising, […]
Education production functions
University of Cambridge
Globally more is being spent on education than ever before. Understanding which educational inputs are most important for achievement is […]
Teaching about science and RE in secondary schools
UCL Institute of Education
Michael Reiss discusses teaching intervention for year 9 or 10 students (age 13–15) in secondary school biology and religious education (RE) […]
