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researchED National Conference 2019

September 7 @ 9:00 am - 5:00 pm

- US$6 – US$120

Tickets are sold out! Sign up for the waitlist below to be notified if tickets become available.

The biggest day on our calendar is coming. Every year we are honoured to welcome you to the best event of the year, with some of the UK’s best and brightest voices and minds.

 

Confirmed speakers so far:

 

Professor Paul Kirschner, Educational realist, Emeritus Professor, Educational Psychology, Open Universiteit, On the shoulders of giants: Five research giants and what they mean in the class
Deep Singh Ghataura, Physics and Maths Teacher, Applying fundamental measurement to the classroom
Dr Raj Chande, Principal Advisor, The Behavioural Insights Team, Maths Teacher, Mossbourne Community Academy, Helping new teachers flourish – 7 quick wins
Nimish Lad, Assistant Principal – Data Reporting and Interventions, Dawn Ashbolt, Assistant Principal, Wrenn School, Using data and evidence informed T&L strategies to transform a school
Tarjinder Gill, Lead Teacher in Primary English, English Lead and Year 3 Class Teacher, Creating a Primary English Curriculum using Evidence and Research
Jennifer Buckingham, Director of Strategy and Senior Research Fellow, MultiLit, ‘Great results can be achieved with small forces’: The Reading Wars in Australia
Sam Pullan, History and Politics teacher, Good question questions, and how to get more of them
Dr Becky Allen, Co-founder and Chief Analyst at Teacher Tapp, Nobody knows which schools are good
Caroline Sharp,  Research Director, National Foundation for Educational Research, and John Tomsett, Head teacher, Huntington School, Flexible working for teachers: how schools can make it work
Rene Kneyber, Member of the Dutch Education Council, The Hague, Formative Action, and a new model for formative assessment

Dr Elaine Pang, Assistant Professor, School of Education , University of Nottingham, Malaysia- Practitioners’ Voices: Perceptions of Effective Professional Development and the Nationwide Implementation of Coaching and Mentoring in Malaysia

Andrew Knight, Head of Education Lab, and Magdalena Bober, Lead User Researcher, Department for Education, Design a government education service- a workshop

Claudia Parkes, English Mastery, What can Picasso and Anthony Joshua teach us about writing? 

Professor Rob Coe, Director of Research and Evaluation at Evidence Based Education, Robbie Coleman and Ben Weidmann (EEF), Teacher Choices Trials: a new approach for the EEF
Oliver Caviglioli, Information designer, Dual Coding With Teachers
Faizaan Ahmed, Head of Research, Oaks Park High School, Is the attainment gap a barrier to progress? AND Cooking up a research culture from scratch!
Oliver Quinlan, Senior Research Manager, Raspberry Pi Foundation, Exploring assessing informal learning in Code Clubs
*Robert Pondiscio, Senior Fellow at the Fordham Institute,
Eric Kalenze, Author, consultant and US researchED Ambassador, What the Academy Taught Us
Dr Kathy Weston, Parental Engagement Expert, How to nurture resilience in yourself and your pupils: lessons from the prison world
Stephen Tierney, CEO of BEBCMAT, Curriculum Development – Focus on the 4Ps Not Just the 4Is

Chris Fountain, Design Lead, English Mastery, Adding “the final foot”: how can we make planning a collaborative thinking process?

*David Didau, Education Spy, Author, Trainer
Richard Adams, Education Editor, the Guardian,  In Conversation with… Becky Allen

Nick Rose, Learning Design Fellow, and Emma Lark, Associate Dean, Ambition Institute, Remember, pupils will forget!

Richard Adams, In Conversation with….Daisy Christodoulou
Gareth Rein, Head Teacher, St Joseph’s RC Primary School, Designing two environments
Claire Stoneman, Deputy Head teacher, Organiser, researchED Birmingham, Senior Leadership: How can we help novice senior leaders learn?
Dr Eva Hartell, Researcher, Haninge municipality and KTH Royal Institute of Technology, Sweden, Comparative judgement in STEM education
Craig Barton, Maths teacher, Thornleigh Salesian College,and Dr Simon Woodhead, Head of Data, Confidence and Learning: Examining the role of gender, disadvantage and age
Harley Richardson, Director of Design & Development, Discovery Education, Schools Through the Ages
Daisy Christodoulou, Author, Director of Education, No More Marking- Ed-tech: what is it good for? AND Seven Myths of Education 
Nuno Crato, Professor of Maths and Stats at the University of Lisbon. Researcher on probability models and statistics. Former Minister of Education and Science, How an ambitious curriculum and aligned assessment can improve education

Mark Lehain, Director, PTE and founder of the Bedford Free School, School Turnaround With Integrity
*Sam Freedman, CEO, Education Partnerships Group, former senior policy advisor at DfE
Alex Quigley, National Content Manager at the Education Endowment Foundation, 5 Reasons Why Curriculum Development Plans Will Fail

Alex Clegg, Campaigns and communications coordinator, Sense About Science, Empowered for Life: Critical thinking skills for young people

Martin Robinson, Author, the Trivium, consultant, Curriculum and cultural mobility

Nick Wallace, English Mastery, Leading curriculum change: how do we ensure the implementation of curriculum design change is successful for students and teachers?
Steve Sputnik, Teacher; doctoral researcher, How do you use research in your pastoral role?
Naureen Khalid, MAT trustee and chair of governors, Behind closed doors of the boardroom
Matthew Evans, Head Teacher, Leading Uncertainty
Tom Sherrington, Author and consultant, Are Rosenshine’s Principles ‘just common sense’? Is this a problem?
John Tomsett, Head teacher, Huntington School, In search of the Holy Grail: from research evidence to improving students’ outcomes school-wide
Dr Pedro de Bruykere, Researcher and teacher trainer, Arteveldehogeschool/ Leiden University, More Urban Myths About Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts
*Damian Mcbeath, Regional Director for London and Portsmouth, Ark Schools
Hanna Miller, Assistant Head Teaching and Learning, Thinking Schools Academy Trust, Applying metacognition to the primary and secondary setting: Unpicking the findings of the Education Endowment Foundation
Neil Almond, Teacher, Queen’s Park Primary School, Putting Research into Practice: How I structure my maths lessons (primary focus)
Shreedhar Pavar, Teacher of Science, Implementing an pre-designed scheme of work using Cognitive science

Grainne Hallahan, Senior Content writer, TES, The Batman Effect: what does (and doesn’t) it tell us about concentration in the classroom

Gary Davies, Physics Teacher, St Paul’s Girls’ School, Nomological networks: how to turn teaching into a science

Jane Flood, Head of Learning, Netley Marsh CE Infant School, and Tara Furlong, Director, Designing Futures Ltd, Jenna Watson,  Teacher What role should school/college leaders play in fostering a culture of research and evidence-use?
Amy Forrester, Teacher of English/Head of Year 10 & Rob Petrie, Head, Cockermouth School, Changing the culture of teachers’ performance management: an evidence-based approach
Dr Claire Badger, Senior Teacher, Teaching and Learning, The Godolphin and Latymer School, Improving metacognition through a student learning community
Joanna John Baptiste, Trainee Maths Teacher, Dulwich College, How to train teachers: use cognitive load theory on them
Dr Jim Christopher, Head of School, Kenneth Gordon Maplewood School/Maplewood Alternative High School, Vancouver, Universal Design for Learning: A Pathway to Inclusion
Mark Enser, Head of Geography and Research Lead, Heathfield Community College, Interweaving: Retrieval, Spacing and Interleaving in the Curriculum
Matt Pinkett, Head of English, Kings College, Guildford, Mark Roberts, Assistant Principal, Boys Don’t Try? Rethinking Expectations of Boys
Amanda Fleck, Associate Assistant Headteacher, Brentford School for Girls, Practical strategies to improve language and literacy in science lessons at KS3 to KS5
Gary Jones, Researcher, author and blogger, Is evidence-informed practice in schools in crisis?

Stephen Lockyer, teacher, Author, Slide Away: From cognitive overload to an oasis of calm
Ciara Moran, Executive Headteacher and Donna Briggs, Deputy Director of Plymouth Teaching School Alliance, An Evaluation of the Impact of The Plymouth Oracy Project: Improving Outcomes for Disadvantaged Pupils
Ed Dorrell, Deputy Editor TES, and Anna Pedroza,  Director, Pedroza Communications, How to make your education project into education news
Claire Hill, Assistant Principal, Turner Free School, and Rebecca Foster, Head of English and Associate Senior Leader, Wyvern St Edmund’s, Designing a Powerful KS3 Curriculum
Carol Davenport, Director, NUSTEM, Changing children’s stereotypes of scientists.
Karen Wespieser, Director of Operations, Driver Youth Trust, Specially surprising? What SEN statistics mean for the school system
Daniel Muijs, Deputy Director, Research and Evaluation, Ofsted, Content, process, training: research influencing inspection.
Tim Oates, Research Director, Cambridge Assessment, and John David Blake, Curriculum Design Lead, ARK, Setting the record straight…Five big myths about Finland…and five more….

John David Blake, Curriculum Research and Design Lead, Ark Curriculum Partnerships, Future 1 versus Future 3: are all curricular traditionalisms created equal?
Ruth Walker (and Imran Iqbal) , Lead Practitioner for Curriculum, The Telford Priory School, Powerful Knowledge
Dr Lauren Bellaera, Research and Impact Director, Visiting Fulbright Scholar, The Brilliant Club; University of Massachusetts Lowell, From Knowledge To Skill: Do Learning Strategies Improve Critical Thinking?
Bradley Busch, Psychologist, InnerDrive, The Science of Learning: Research Every Teacher Needs to Know
Emma Tucker, Deputy Editor, The Times, Giving students the journalistic tools to think critically and confidently about the news
Jo Facer, Vice Principal, Ebbsfleet Academy, Simplifying school improvement (OR five things you should stop doing)
Simon Palmer, Deputy Team Manager of Science, Carr Manor Community School, Leeds, Work those examples – Improving mathematics teaching in science using teaching strategies drawn from cognitive load theory
Dr Ngozi Oguledo, Lead Practitioner for Science, Gable Hall School, Teachers as learners: The role of assessment in their learning culture
Adam Seldon, Head of Character and History Teacher, Heartlands High School, In Defence of Character Education
Daria Kuznetsova, Executive Director of Strategy, Research and Performance, Teach First, What are the practices that make a school sustainably successful?

Alastair Moore, Research Fellow, University of York Science Education Group, Best Evidence Science Teaching: Making evidence-based practice happen in science classrooms
Alexander Standish, Senior Lecturer In Geography Education, UCL Institute of Education, Megan Hubbard, Assistant Headteacher, Park High School, Literacy: underpinning the curriculum with reading, vocabulary and oracy to ensure all students can learn all that we teach.
Peter Foster, Head of English, Bishop Fox’s School, The End of the Meeting
Sergej Visser, senior trainer/advisor, Bureau ICE, The Netherlands, Formative assessment in practice: tools, tips & tricks
Tomasz Stefanski, and Chrissy Donaldson, Head of Data Science, Sparx, Homework: how to make it help, not hinder
Liz Twist, Katherine Fowler, Parveen Akhtar, National Foundation for Educational Research, What we can learn by scrutinising pupils’ errors
Adrian Simpson, Professor of Mathematics Education, Durham University, The Dipstick Test: the misuse of effect size in education
Martin Galway, Teaching and Learning Adviser, Herts For Learning, What do we mean when we talk about reading (and writing) fluency?
Dr Iro Konstantinou, Researcher in Residence, and Jonnie Noakes, Director of the Tony Little Centre, Eton College, How character education can promote wellbeing and academic engagement.
Helena Brothwell, Principal, Queen Elizabeth’s Academy, Putting teachers at the centre of your school improvement strategy

Ben Ranson, Teacher of Geography, The Warriner School, Organising Knowledge: The Visual Argument
Harley Richardson, Director of Design & Development, Discovery Education, Schools through the ages
Harry Fletcher Wood, Associate Dean, Ambition Institute, Sarah Cottingham, Fellow, Ambition Institute, Fertile habits: the secret to changing behaviour, for students and teachers
Dr Flavia Schechtman Belham, Chief Scientist, Seneca Learning, Why don’t students use effective learning strategies?
Matthew Hood, Chief Education Officer, Ambition Institute, Zoe Conn, Public Affairs, Ambition Institute, Building new signposts to help the ‘school led system’ find its way.
Charlie Harber, Teaching and Learning Adviser, Rachel Rayner, Teaching and Learning Advisor, Herts for Learning, Making sense of x – classroom research in action
Julie Watson, Assistant Director, Jane Elsworth, director of Huntingdon Research School, York Engaging with parents: what does the evidence say?
Holly Rigby, English Teacher, School 21, Education’s social mobility myth
Emma McCrea, Senior Lecturer, University of Brighton, Making Every maths Lesson Count
Jemima Rhys-Evans, Deputy Head (Academic), Charles Dickens Primary School, Making Workload Work
Michael Eggleton, Deputy Headteacher, Charles Dickens Primary School, Creating a Mentally Healthy School

Tricia Taylor, Director, Tailored Practice, Understanding our blind spots and making the most of memory

Lisa Marie Muller, Education Research Manager, Chartered College of Teaching, and Nick Rose, Learning Design Fellow, Ambition Institute, Informed Education Choices – helping educators navigate the evidence.
Samantha Twisleton, Director, Institute of Education, Sheffield Hallam University, and Ian Nash, EMC Trustee, Research and the media: lessons from the first five years of the Education Media Centre
Ben White, Research Lead Ashford Teaching Alliance, and Andrew Morris, Chair CEBE, The research engaged school/college: meeting the challenges
Dr Debbie Morgan, Director for Primary Mathematics, The National Centre for Excellence in the Teaching of Mathematics, Teaching for Mastery: Learning from Shanghai
Allison Zionts, Lead Practitioner – Health and Social Care, Eltham Hill School, Greenwich, Balancing It All – An Academic and a Teacher?
Owen Carter, Co-Founder and Managing Director, ImpactEd, Paul Ruenz, Impact & Reporting Manager, The Brilliant Club, Working out what works here – methods for evaluating the impact of in-school initiatives
Beth Greville-Giddings, Teaching Assistant and Research Lead, Westbury Academy, Leading professional development – building expertise
Phil Naylor, Assistant Director Blackpool Research School, Blackpool Research School, Escaping the hamster wheel of accountability-changing culture for schools in challenging circumstances using academic research
Jo Jukes, Head of Business and Psychology. Research Lead, Beverley High School, Louise Lewis, Second in Science, Joanne Tiplady, Literacy Coordinator, Research Lead, English/Media teacher, Grassroots CPD: Empowering teachers and improving outcomes
Professor Tim Cain, Edge Hill University, Becoming research-informed: 4 steps

Sarah Dove, Researcher, Teacher, Head of Behaviour and Inclusion, Phoenix Education Consultancy Ltd, A critical review of how feelings of belonging affect young people’s experience of mainstream schooling and alternative provision
Joe Nutt, Author and Educational Consultant, Research Design is Most of the Problem
Katie Ashford, Deputy Head at Michaela Community School, What does a knowledge curriculum look like in practice?
Tom Needham, English teacher, Head of Department, Literacy Lead, The Application of Theory: 8 Propositions
Peps McCrea, Dean of Learning Design, and Helena Moore, Associate Dean, Ambition Institute, The Science of Motivation
Jon Hutchison, Assistant Headteacher. Primary Teacher, Five best bets in the primary classroom
Clare Sealy, Head of Curriculum and standards, States of Guernsey, Educating Gilead? Why you really need to know about disciplinary knowledge
Clare Welbourne, Assistant Head (SEN), Easton CE Academy, Using children as researchers in the quest towards oracy
Kris Boulton, Director of Education, Up Learning, Why cognitive science is almost useless for developing effective teaching
Cath Murray, Alternative Provision lead, Centre for Social Justice, What would an “inclusiveness” measure for schools look like?
Naveen Rizvi, Mathematics Curriculum Advisor, United Learning, The Journey of Direct Instruction

Dr Alka Sehgal Cuthbert, teacher and writer, Civitas Education Charity,  Socialisation or social engineering – is there a difference and what does it mean for teachers?

Carly Waterman, Principal, Lodge Park Academy, Corby, Privileging teacher voices in the workload debate

Andrew Smith, Maths Teacher, blogger, The exclusion debate

Hannah Stoten, Educator and full time Master’s student, UEA. Still struggling in KS3: the origins of failure and what we can do about it

James Murphy, Literacy Consultant, Panel discussion on: literacy

Sarah Donarski, Teacher of English; Assistant to Deputy Head; Co-Curator Festival of Education, Seen but Not Heard? Why We Still Need to Fix Feedback in Teaching.

Tom Rees, Education Director of Northampton Primary Academy Trust and Jen Barker, Dean of Learning at Ambition Institute, On Building Leadership expertise in the school system


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Details

Date:
September 7
Time:
9:00 am - 5:00 pm
Cost:
US$6 – US$120
Event Category:

Venue

Chobham Academy
40 Cheering Lane
Newham, E20 1BD United Kingdom
+ Google Map
Website:
http://www.chobhamacademy.org.uk

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