An international seminar and book launch including new research on how children's voices and choices shape their learning. Recorded 24th June 2025 Speakers Tracy Curran: Director at the National Council for Curriculum and Assessment (NCCA), Ireland Yana Manyukhina: Senior Research Fellow, Helen Hamlyn Centre for Pedagogy (0 to 11 Years), IOE – UCL’s Faculty of Education and Society, UK Susan O’Neill: Professor and Head of the Department of Learning and Leadership at IOE – UCL’s Faculty of Education and Society, UK Mark Priestley: Professor of Education and the Director of the Stirling Centre for Research into Curriculum Making, University of Stirling, UK Dominic Wyse: Professor of Early Childhood and Primary Education, IOE – UCL’s Faculty of Education and Society; Founding Director, HHCP, UK

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7/1/2025

The UCL Centre for Educational Leadership invites teachers, school leaders and researchers to contemplate the research-informed big questions about NPQ learning, wellbeing and retention in schools. Panellists Chair: Dr Peter Kent, President of the International Confederation of Principals Sir Kevan Collins, Non-Executive Director at DfE Leora Cruddas CBE, Chief Executive of the Confederation of School Trusts Professor Gemma Moss, UCL IOE Report authors Professor Qing Gu, Drs Xin Shao and Sofia Eleftheriadou, UCL Centre for Educational Leadership Dr Kathy Seymour, Director of Seymour Research Emeritus Professor Kenneth Leithwood, University of Toronto

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6/27/2025

An overview of the IOE with a focus on the work of CCM

103

9/29/2020

Tanya Ovenden-Hope (Professor of Education at Plymouth Marjon University and Lead Marjon University Cornwall) presenting on her research on early career teacher retention and research conducted with Dr Rowena Passy exploring education isolation. There is some disagreement emerging in academia on the relationship between school location and pupil attainment. However, school leaders face place-based challenges that are not regional, but more contextual. Prof Ovenden-Hope has applied ten years’ of research with Dr Rowena Passy on coastal and rural schools, and research on teacher retention, to conceptualise ‘educational isolation’. In this seminar she will discuss the complexity in defining educational isolation beyond geographical remoteness, recognising the contextual situation of the school ‘place’, including socioeconomic and cultural opportunities in the community.

184

5/21/2020

This webinar explores the theory, practice and policy implications of school peer reviews for educational improvement and accountability. Introduction - Professor Peter Earley Peer review: improvement or policing? - Toby Greany Review of case study examples and data to analyse how peer review reflects the three forms of isomorphism (coercive, mimetic and normative) identified by DiMaggio and Powell (1983). Empowerment evaluation - Kerrie Ikin describes the findings of a three-year school peer-review research project conducted within the New South Wales government education system. The research compares an empowerment evaluation approach with a participatory and collaborative one. Research-informed peer review - Karen Spence Thomas and David Godfrey The Schools Partnership Programme - Anne Cameron and Maggie Farrar The future: conceptions of peer review, standards, expansion? - David Godfrey Q&A chaired by Professor Peter Earley.

384

5/20/2020

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.

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5/20/2020