Category Archives: Uncategorized

Can within-classroom inequalities ever be closed?

I return to the work of Professor Rebecca (Becky) Allen, Director of the Centre for Education Improvement Science, UCL Institute of Education, who has published a set of three articles analysing the fallacies peddled by DfE, the Sutton Trust, the Social … Continue reading

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More evidence-based argument on the ‘attainment gap’ fallacy

I refer to the work of Professor Rebecca (Becky) Allen, Director of the Centre for Education Improvement Science, UCL Institute of Education, who has published a set of three articles analysing the fallacies peddled by DfE, the Sutton Trust, the … Continue reading

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P4C (primary) + CASE (secondary) = Raised attainment for all

Evidence that the title of this article should be taken seriously can be found here and here. On 7 October 2018 I wrote to the Fair Education Alliance. This is the gist of what I wrote (italics). It is important … Continue reading

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In praise of P4C

At the start of 2018, I was appointed governor of a local junior school. And a very good school it is too, with an excellent head and dedicated, hard working teachers. As I had been head of an inner-urban secondary … Continue reading

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EEF science recommendations apply far beyond science

The Education Endowment Foundation (EEF) has published a seven part guide to improving secondary science teaching. It is excellent, and draws heavily from Shayer and Adey’s Cognitive Acceleration through Science Education (CASE). I will concentrate my comments on the first … Continue reading

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Definitive research that shows teaching for cognitive development can permanently raise general intelligence in pupils of all abilities

This 1999 paper by Professor Michael Shayer is of enormous significance for the future of the English education system and the way that school students are taught in our classrooms. It emerges at a critical time, when the UK government, … Continue reading

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North-south schools divide not supported by evidence

This is the title of a Guardian article which appeared on 11 September 2018. The following (in italics) are excerpts. Major study of 1.8 million pupils also challenges ministers’ claims children do better in academies and grammars. Claims that schools in … Continue reading

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