MIE Building Evidence into Education (BEE) blog

Welcome to the MIE BEE blog!

Sharing Manchester Institute of Education’s latest research with teachers

English and maths resits – dividing lines and hidden diversity

The Department for Education (DfE) has recently published provisional figures about English and maths resits for the year 2018/19. These statistics summarise how young people who did not achieve grade 4 in English and maths at the end of Key Stage 4 got on during the additional two years that they were required to study these subjects as a result of a policy change in 2014.

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Improving Literacy in Schools

Mark joined the University of Manchester as a Lecturer in Initial Teacher Education in 2017 to work on the Teach First PGDE programme. Prior to his appointment Mark taught English in Barnsley, Doncaster and Rotherham including a senior role as Teaching,...

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Teaching in uncertain times: the concerns of recently qualified teachers

 It has been a privilege, in the last five years working on the MA Teach First programme, to support research projects led by teachers working in schools serving disadvantaged communities in the north of England. In this post, I draw on that experience in two ways: to give a flavour of the breadth and depth of research that is being undertaken by current students, and to explain and evidence some of the professional challenges that face teachers in schools in England at a time of uncertainty.

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Study Summary: CACE Cracked – Social and emotional learning provides PATHS to improved quality of life for primary school children

We looked at whether a universal social and emotional learning (SEL) intervention, the Promoting Alternative Thinking Strategies (PATHS) curriculum, can improve three key aspects of children’s quality of life: psychological wellbeing, peer social support, and school connectedness.

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Resilience in school: What do we mean when we talk about ‘resilience’?

‘Resilience’ is a word often used in everyday life and in education. But what exactly do we mean when we talk about resilience? In research, the most widely accepted understanding is that resilience is positive adaptation to adversity. Research has shown us that anyone can be resilient, with the right resources – even children in areas of political conflict can show resilience

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Study Summary: Linking social and emotional learning to academic attainment

We looked at whether children’s social and emotional skills influence later mental health difficulties, connection to school, and academic attainment. This is based on a theory from the Collaborative for Academic, Social and Emotional Learning (CASEL) that social and emotional (SEL) interventions can lead to improved school attachment, less risky behaviours/more positive assets, as well as greater long-term academic performance and success in school and life.

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Study Summary: FRIENDS for life: Testing the impact of an intervention to improve pupils’ mental health and wellbeing

The researchers wanted to find out if the school-based programme “FRIENDS for life” had an impact on pupils’ mental health and wellbeing, and/or academic attainment. FRIENDS already had an impressive global evidence base, but there were some gaps in knowledge. Specifically, evidence from schools in England has been limited, and only one other study has looked at whether FRIENDS impacts academic achievement. This lack of evidence makes it difficult to determine whether or not FRIENDS is a useful programme for schools in England.

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