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Sep 12, 2023 · We focused on neuroscience, the role of the private sector, education technology, inequality, and pedagogy. Unfortunately, we think the four biggest problems facing education today in developing countries are the same ones we have identified in the last decades. 1. The learning crisis was made worse by COVID-19 school closures.
Dec 20, 2017 · Educationism: The hidden bias we often ignore. A subtle form of discrimination exists towards those who are less educated and it divides society in a number of ways. The first time Lance Fusarelli ...
Jan 22, 2018 · The EEF has published a report – The Attainment Gap – which assesses the gap through the lens, first, of children and young people; and secondly, of schools, as well as early years and post-16 settings. It highlights what we believe to be the key issues, and how our analysis of them informs our practical work with teachers and senior leaders.
Jul 21, 2020 · The relationship between social class and equality in education has been the subject of research since the 1950s, and there are three major ways in which educational inequality manifests itself: inequality of opportunity, of resources and of outcomes, by which we mean things like GCSE and A-level results. Throughout those 70 years of study, the ...
Nov 18, 2020 · Teachers’ skill in fostering students’ engagement and limiting disruptive behavior is important for maintaining a safe, productive, and effective learning environment. Yet, teachers lacking specific training in classroom and behavior management continue to report high levels of stress and are more likely to leave the profession (Ingersoll, Merrill, et al., Seven trends: The transformation ...
Sep 13, 2022 · However, our new comprehensive study, published as part of the Institute for Fiscal Studies Deaton Review of Inequalities, shows that education in the UK is not tackling inequality. Instead, children from poorer backgrounds do worse throughout the education system. The report assesses existing evidence using a range of different datasets.
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Differences between espoused and in use theories may increase both organisational anxiety and resistance in a self-sustaining cycle. We argue that when the anxieties and emotions of organising in schools are allowed to surface in the change process and are reflected upon, the espoused and in use theories are more likely to correspond and organisational anxiety and resistance to change to decrease.
