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Welcome to Sandringham Research School and our first newsletter!
We are passionate about embedding a research-informed culture into schools to help achieve maximum possible outcomes for all young people.
You can find out more about us, our aims and events on our website https://sandringham.researchschool.org.uk/
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On Tuesday 3rd October, the Sandringham Research School welcomed teachers and school leaders from over 40 schools from Hertfordshire and the south east to its launch event. At the event, we shared the rationale of the Research School network and the tangible ways in which it will support schools. Click the link below for the presentation materials and opportunities shared at the event.
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Innovation Evaluation Grant Workshop
We are hosting a workshop on Tuesday 17th October to support schools that are planning to submit an application to the Innovation Evaluation Grant Fund. More details of this free event, click the link below.
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Research Advocates
The Research Advocates programme is a programme designed to help teachers of all levels of experience to gain skills and ideas in accessing educational research in an area of their choice. To find out more about this programme which starts on 15th November, click the link below.
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Aiming high for quality CPD
The Research Schools Network aims to put the use of research evidence into the hands of schools and practitioners. One of the three main strands of its work is training, offering CPD that uses the best research evidence to challenged existing practice.
As a network that is built on evidence, such CPD needs to build on the research into which CPD is effective.
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Karen Roskilly, Research School Lead, writes the Research School's first blog which centres on the role of the Sandringham Research School.
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Dr Caroline Creaby, Research School Director, provides an honest account of why research matters so much in schools.
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Kate Mouncey, Research School Lead, writes about the impact of research engagement on teacher professionalism.
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Consider joining a trial investigating the impact of FLASH marking. This is a school-developed approach in which teachers give skills-based feedback rather than grades in KS4 English. Two teachers per school (the English subject lead and one other English teacher) will be trained in the approach and cascade the learning to the other English teachers within their schools.
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What is the evidence on secondary reading?
Ariane Baye from the University of Liege and Cynthia Lake and colleagues from the Center for Research and Reform in Education have updated their paper Effective Reading Programs for Secondary Students. Their review focuses on 73 studies that used random assignment (n=66) or high-quality quasi-experiments (n=7) to evaluate outcomes of 55 programmes on widely accepted measures of reading.
The authors found that specific programmes using one-to-one, small-group tutoring, and cooperative learning showed positive outcomes, as did a small number of programmes emphasising social-emotional learning, technology, or teaching of metacognitive strategies. Benchmark assessments did not affect reading outcomes. Leaving aside tutoring and benchmarks, programmes that provide additional instructional time (usually, a daily extra period) were no more effective than programmes that did not provide extra time.
The findings suggest that secondary readers benefit more from engaging and personalised instruction than from additional time on supplemental courses.
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Evidence-based guidance for improving literacy
One of the challenges when trying to use research evidence to improve teaching practice in schools can be the amount of evidence to wade through, and its inaccessibility.
Most schools and their staff simply don’t have the time to sift through the evidence and reach their own conclusions. With this in mind, guidance reports from the Education Endowment Foundation do some of this heavy lifting for you. And a key part of the role of the Research Schools Network is to turn these guidance reports into training programmes that help schools use them in practice.
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We're recruiting a new Research School for the Ipswich Opportunity Area
In the recruitment round earlier this year we were unable to appoint a Research School to support the Ipswich Opportunity Area and so we are now seeking a school to become a Research School in this area to begin work from January 2018. The deadline to apply is October 11th at 5pm.
To submit an application, please register via the EEF website and complete the online form.
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