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ResearchEd 2019: The Return.
April may be the cruelest month, but September has to be pretty close in the teaching calendar. The excitement and fear of the few first few days of term are …
Are linear A-levels better?
A brief overview of the recent history of post-16 education helps us understand how we got from there to here, the challenges ahead of us and some thoughts on some …
Reformed A-levels: more rigorous or more rigamarole?
Well the dust has settled on the first year of the reformed A-levels and whilst it was not the omni-shambles we had feared thanks to the concept of comparable outcomes, …
My researchEd 2017
My goodness, it was a struggle to get myself to this conference. Along with first week exhaustion, engineering works on the Met line and the onset of a cold, I …
Enthusiatic skepticism: the problem with becoming more research aware, research informed and research engaged.
De omnibus dubitandum. All is to be doubted. Rene Descartes Oh dear, once you open the Pandora’s box of becoming an evidence-based practitioner, it seems impossible to close the …
The problems with becoming an evidence-based teacher: science and pseudoscience in education
A scientific approach to our teaching methods is a commitment to a systematic way of thinking, a healthy skepticism about ones own ideas and those of other people. It is …
I try to be objective. I do not claim to be detached.
Like it or not, teaching is a political act.
If the personal is political, then teaching is a political act.
The stories we tell ourselves about education
I love a good story, well who doesn’t? Good storytelling is good for the soul, helps us make sense of ourselves and connect to a wider world.
Anti-minotaur: The myth of student progress.
This term I have mostly been getting myself in a pickle about measuring student progress. I want to do it with integrity, reliability and validity but I wonder whether all three of these are possible.
The problem with marking
To mark, or not to mark, that is the question.
“In England we spend preparation time marking, in Germany they practise the exposition and in Japan they think up good questions.”
the unconscious curriculum 