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Centre for Education Policy and Equalising Opportunities X
 
   
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Ability grouping and teacher judgements at age seven and children’s maths self-concept at age 11
We are continuing to run the Term 3 programme of research seminars as webinars. As with normal seminars, everyone is able to join live at the time and, technology permitting, there will be a recording available afterwards for UCL members on the Moodle course for DLL Research Seminars: https://moodle.ucl.ac.uk/course/view.php?id=19643 Look forward to "seeing" you there! In this DLL Research Webinar, Dr Tammy Campbell (LSE) uses data from the Millennium Cohort Study (MCS) to examine two factors predicting children’s maths self-concept at age 11. Maths self-concept is important, not least because it affects choices of educational pathways and because it influences attainment. Previous research indicates consistently that girls are more likely to have a lower sense of their capability in maths than boys. Additionally, both ‘ability’ grouping and teacher judgements have been evidenced as affecting children’s self-concepts.
147
6/4/2020
Workload complexity and teacher retention
In this online webinar, Vaughan Connolly presents preliminary findings from a PhD study of workload complexity and its relationship with teacher retention. As the retention of teachers becomes more critical, the importance of teachers' work contexts is of growing significance. So far the benefits of reducing the workload associated with marking and planning have been well supported. However, the complexity of teachers’ timetables remains an under-explored, yet policy friendly consideration. This complexity may impact levels of marking and preparation, in addition to the quality of teachers' professional relationships, which have been shown to lead to burnout and an intention to move schools, or to leave teaching.
110
5/20/2020