Category: Latest Research Evidence

News on the Early Years Literacy Guidance!

30 June 2017

I had the privilege of being invited to attend a meeting, at the EEF offices in London this week, to discuss the content of the first draft of recommendations for the Early Years Literacy guidance report. As far as it stands, it appears that the report will use the same format as the previously published EEF […]

Posted on: 30 June 2017
Posted in: Latest Research Evidence

Adaptive Mentoring – mirrored support

30 June 2017

In this blog, Mark Avis, the Programme Leader for ITE at the Aspirer Teaching School reflects on how research has underpinned the coaching and mentoring practices used with the student teachers during their training year. As he suggests, this model may have benefits for all leaders involved in learning conversations with teachers. Many schools use […]

Posted on: 30 June 2017
Posted in: Latest Research Evidence

Research Lead Tales

28 June 2017

This term we have been lucky enough to carry out some bespoke research with Professor Tim Cain from Edge Hill University. Being a small school there isn’t a great deal of research out there and we wanted to change that. The outcome of the initial meeting with Tim was that one of the main concerns […]

Posted on: 28 June 2017
Posted in: Latest Research Evidence

EYs settings – are you looking for something new?

11 June 2017

The Learning Together Study aims is to find out how successful the Learning Together Programme is in improving the learning environment at home, and whether this improves children’s vocabulary, early literacy skills and social skills. […]

Posted on: 11 June 2017
Posted in: Latest Research Evidence

Clarifying Independence – What does independent writing look like in our classrooms?

11 June 2017

We seem to have spent a lot of time thinking about what ‘independent writing’ looks like in our settings this academic year. […]

Posted on: 11 June 2017
Posted in: Latest Research Evidence

Producing Hybrid Writers

3 May 2017

Charlotte Clowes, Director of Aspirer Teaching School, reflects on the continued importance of teaching handwriting, in light of the Reccommendation 5 in the newly published EEF Guidance Reports Improving Literacy at KS1 and Improving Literacy in KS2. […]

Author: Charlotte Clowes
Posted on: 3 May 2017
Posted in: Blog, Latest Research Evidence
Tagged as: , ,

Memory for Learning: What teachers can learn from one student’s ability to remember a record breaking rap track

31 March 2017

Luke is a Year 11 student who, with little more than the prompt of a kick drum and snare, can remember all 1,560 words of Eminem’s record breaking 2013 track ‘Rap God’. Quite a feat. But perhaps even more impressive is that he can recite every lyric in 6 mins and 4 seconds at an […]

Posted on: 31 March 2017
Posted in: Latest Research Evidence

How successfully can automaticity in handwriting be developed through a six week, daily, handwriting ‘boot-camp’?

26 January 2017

By Charlotte Clowes, The Aspirer Teaching Alliance […]

Posted on: 26 January 2017
Posted in: Latest Research Evidence