Category: Blog

Feedback

19 November 2018

Those of you familiar with the EEF’s Teaching & Learning Toolkit will know that feedback is one of the areas that can have the greatest impact on student progress. Feedback is important, but how can we ensure clear and precise feedback is consistently given by all teachers in all subjects? […]

Posted on: 19 November 2018
Posted in: Blog, News

P8 figures – what do they really mean?

5 November 2018

Progress 8 is the latest in a long line of attempts to create a single figure that sums up a school. Simplification has its obvious downside. The breadth of a school experience is extremely difficult to condense and there are school leaders worried about how their schools will be judged as a consequence of a fall in their P8 figure. However, we have been given an opportunity to use the evidence and help both ourselves and those judging us. Above all, we need to give these numbers meaning. […]

Posted on: 5 November 2018
Posted in: Blog, News

Brett Kavanaugh, Expected Behaviours and the Importance of Intrinsic Rewards

2 October 2018

I hope you are paying attention to the ongoing saga over the nomination of Brett Kavanaugh, the prospective Supreme Court judge in the USA. There is something very big at stake with Kavanaugh’s nomination. As a key member of the nine-justice Supreme Court, he will have influence over fundamental decisions on rights and liberties. His appointment, once confirmed, is for life. This, therefore, really matters. […]

Posted on: 2 October 2018
Posted in: Blog

EEF Blog: Grouping pupils by attainment – what does the evidence say?

7 September 2018

Danielle Mason, Head of Research at the Education Endowment Foundation, unpacks the evidence on grouping pupils by attainment. […]

Author: Danielle Mason, Head of Research, EEF
Posted on: 7 September 2018
Posted in: Blog

Factfulness and our Brilliant Schools

3 July 2018

I am not aware of any research into the activities of teachers during the summer break. Whilst travel and rest are high up on the agenda, my suspicion is that we consume more books during that period than almost any other time of the year. […]

Posted on: 3 July 2018
Posted in: Blog

Improving communication, language and literacy in the early years

15 June 2018

Eileen Allpress, Director of Ipswich Research School, introduces the EEF’s Preparing for Literacy guidance report and explains how this evidence is brought to life at Highfield Nursery School and Children’s Centre. […]

Author: Eileen Allpress, Director of Ipswich Research School
Posted on: 15 June 2018
Posted in: Blog

The importance of trust

12 June 2018

It is all about marshmallows.

The original ‘marshmallow test’ involved giving children a marshmallow. They could eat that marshmallow, but if they waited for 10 minutes, they would gain two marshmallows. New research has been unable to confirm the predictive powers of the test, but that does not change the potential importance of this study to schools. The thinking behind the experiment is highly relevant to the way schools operate. […]

Posted on: 12 June 2018
Posted in: Blog

Has a solution to retention been found?

8 June 2018

Nikki Jones, Director of Shireland Research School, discusses the problem of retaining early career teachers in light of the EEF evaluation of RETAIN: a one-year professional development programme for early career teachers teaching in Key Stage 1. […]

Author: Nikki Jones, Director of Shireland Research School
Posted on: 8 June 2018
Posted in: Blog

Why does ethos matter?

2 May 2018

Mark Woodlock, Headteacher at The Blue School in Wells, explores the importance of ethos in schools and the extent to which we involve individual members of the teaching profession in helping to support and develop their own expertise.  Teaching can be a lonely occupation; classrooms can become islands in their own right. Do our school systems break down these barriers and allow teachers to share, develop and grow? […]

Posted on: 2 May 2018
Posted in: Blog

Making sense of metacognition

27 April 2018

Alex Quigley, Director of Huntington Research School, explores how schools can use the latest guidance report from the EEF to understand not just metacognition and self-regulation, but how pupils best learn. […]

Author: Alex Quigley, Director of Huntington Research School
Posted on: 27 April 2018
Posted in: Blog