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.
read moreStudy Summary: How do Early Adolescents Cope with the Stresses of Daily Life?
Ola is a PhD researcher and Lecturer in Psychology of Education at the Manchester Institute of Education. Her research is focused on risk and resilience in adolescent mental health. Ola can be contacted at ola.demkowicz@manchester.ac.uk. ...
read moreIs change inevitable? Reflections on literacy development in primary schools in rural Indonesia
Krisna graduated from MIE in 2018 with a Masters degree in Educational Leadership and was awarded the Platt Prize as the outstanding student in her year. Since graduating, Krisna has returned to Indonesia, where she has been involved in a range of...
read moreImproving 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,...
read moreStudy Summary: Youth Narratives of Depression
Parise is currently involved with HeadStart and will begin a PhD in September. Parise has worked in a variety of roles supporting Children and Young People including Early Years, Youth and SEND. She is now interested in gender and identity in education. ...
read moreHomework: Inclusive, quality assured and rooted in study skills
Lyn is an English teacher and a Senior Assistant Headteacher at Marple Hall School in Stockport. What we did Homework has been a thorny issue for a long time. Only recently even Simon Cowell spoke out to say it should be ‘banned’ completely!...
read moreTeaching 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.
read moreStudy 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.
read moreMotivational interviewing: Conversations for change in schools
In schools, concerns are often expressed by a member of staff or a parent, rather than the student. When this happens, often schools put a behaviour plan in place, but if the student is not concerned, or does not feel ready or able to make changes, this may be unsuccessful.
read moreStudy Summary: How does the motivation to learn actually work to improve memory?
Deborah is a Senior Lecturer and cognitive neuroscientist in the Division of Neuroscience and Experimental Psychology. She is interested in emotional cognition - the effect that emotional value has on our cognitive system. She is also the director of the...
read moreResilience 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
read moreStudy 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.
read moreStudy Summary: Leading a Multi Academy Trust. What does the boss do? How do executives lead complex organisations like MATs?
The study investigated the leadership practices of the Chief Executive Officer (CEO) of a multi academy trust (MAT).
read moreSocial and Emotional Learning in the Classroom
In November, we held an event looking at social and emotional learning in the classroom as part of the ESRC Festival for Social Science. In this post, Michael reflects on our learning from discussion with the primary school teachers who attended.
read moreStudy 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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