This report is based on seven action research projects undertaken by teachers in CfBT (now Education Development Trust) academies in the school year 2012/13. The action research focused on key aspects of school improvement.
The schools involved in the project received research support that included training in research methods and undertook a small-scale research project within one of three thematic strands. Schools chose the themes for their research themselves and these reflected key strategic priorities. These were:
While the majority of studies were led by teaching staff, at The Deepings it was the pupils who took control. Seven Year 12 pupils looked into lessons from the evaluation of a gifted and talented programme. Based on the students' findings, the school decided to continue to develop its able, gifted and talented programme and enrich the opportunities for future children that fall into this category. Meanwhile, at Stamford Queen Eleanor staff conducted an exploratory piece investigating the connections between a psychological analysis tool and an area of pedagogical weakness in teaching; considering the potential for improving one through the other.
At Ely College, the action research focused on homework, highlighting the importance of parental engagement while at Oxford Spires Academy, their particular study underlined the need for consistency across teaching staff in their approach to homework as well as the need for homework to be personalised, meaningful and challenging. At Danum Academy, there was some evidence to suggest that, as a result of the study, the culture of homework at the school had improved and that teacher and pupil behaviour had begun to change.
St Mark's Academy and Mount Street Academy (the latter the only infant school to be involved in the action research) chose to investigate the performance of white, working class pupils, as this was a particular concern for both schools. St Mark's focused their research on the exploration of 'real world' contexts for learning both inside and outside the classroom while at Mount Street, they explored the relationship between different teaching styles on white working class pupils' engagement, behaviour and attitude to learning.
This report is based on seven action research projects undertaken by teachers in CfBT (now Education Development Trust) academies in the school year 2012/13. The action research focused on key aspects of school improvement.Download now
This edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.