How can we use research evidence to improve our schools?
Teaching and leading schools is a brilliantly complex job that sees us make hundreds of decisions each day. How do we overcome pressures of the job to make timely, effective choices? Alex shares some strategies for using research evidence to improve our decisions. He also explores the role of ‘disciplined inquiry’ in supporting every teacher to improve their classroom practice.
Alex Quigley is an English teacher & Director of Huntington Research School, York. He is the author of the upcoming ‘Closing the Vocabulary Gap’, as well as ‘The Confident Teacher’ and ‘Teach Now! English’,. Alex is interested in how research evidence can be used to support teachers and school leaders. He works for the Education Endowment Foundation as a Research School Developer. He blogs regularly at www.theconfidentteacher.com on a range of educational topics & writes regularly for Teach Secondary and TES. His Twitter handle is @huntingenglish.
As primary and secondary schools undergo another tumultuous cycle of curriculum and assessment change, our attention turns to the challenge of the bigger, harder academic curriculum faced by our students. When faced with the complexity of a new curriculum, we can too easily miss the simple solutions, such as the wealth of words that unlock the academic code of school. In this talk, Alex offers the notion that helping our students to develop a vocabulary of around 50,000 words will see them succeed in school and beyond. He explores the evidence that attends the debilitating impact of a student having a restricted vocabulary, before offering evidence-based approaches to support students in growing their academic vocabulary in every school phase and subject domain.
What can Research Schools do for us?
Many teachers and organisations, like ResearchEd, are working hard to see education become evidence-based. There are no quick-_xes, but this session explains the new EEF/IEE Research Schools project, and how it aims to support schools in sharing, interpreting and using research evidence to improve student outcomes.
National Conference 2016
If ‘we’re all sick of experts’ then what hope is there for evidence-informed schools?
Are we really sick of experts? Can we challenge edu-policy based on ideology and stop school decision- making being driven by accountability measures? This session explores some of the many barriers to achieving an evidence-informed school system. To fend off crippling sorrow & introspection, there are also some claims for optimism and hope.