The NFER blog

Evidence for excellence in education


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Education White Paper – the devil will be in the detail

By Karen Wespieser

Last week the Department for Education (DfE) published their first White Paper in more than five years. Commentators have highlighted how it outlines plans for the most radical reshaping of education governance since the 1902 Education Act. It covers the big themes of how our education system is arranged, funded, governed and supplied with good quality teachers and leaders. However, it is not designed to set out the details of how these reforms will be implemented. Continue reading


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Weaving a little magic

By Gareth Mills

Every day teachers have to weave a little magic. They have to take the dry words of a curriculum document or syllabus and turn them into engaging and memorable learning experiences for young people.

As teachers working hard to make a difference, we need to enjoy memorable and engaging learning experiences too. While one-off courses and conferences have their place, evidence suggests that the best CPD takes place over time, is focused on real classrooms and involves a degree of collaborative enquiry. That’s why NFER designed the Enquiring Schools approach to professional learning. Continue reading


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Can schools in the most deprived areas hang on to their teachers?

By Susie Bamford

Teacher recruitment and retention is still high on the political agenda with claims that it is the biggest challenge facing England’s schools and cries that a crisis is unfolding. One current focus is on recruiting teachers to schools in deprived areas. But once they get there will they stay?
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Striving for ‘knowledge animation’ – can we bring evidence-informed practice to life?

By Julie Nelson

Last month, Professor Carol Campbell (University of Toronto and Knowledge Network for Applied Educational Research) and I co-hosted a round-table discussion at the International Congress for School Improvement and Effectiveness, and simultaneously issued a call for papers for a special issue of Educational Research on evidence-informed practice (EiP) in education. We were joined by researchers, policymakers and teaching professionals from many countries.

The discussion provided an opportunity to discuss the issues planned for coverage in the journal.
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