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3 items found in 1 pages
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
Education isolation: the challenges of place for schools in England
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.
183
5/21/2020
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