Where external representations meet embodied experiences Carol Rivas In this lecture, Carol Rivas will explore how people who are marginalised because of identities as ethnically/racially different, abused, sick, or disabled, navigate the worlds of health and community care and education.

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7/13/2023

Introduction to the Research Training Programme for Post-Graduate Research Students at UCL IOE

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9/30/2021

Welcome from Dr Jacek Brant, Head of Department for Curriculum, Pedagogy and Assessment

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9/6/2019

Welcome from Dr Jo Pearce Academic Head of Learning and Teaching for the Department of Curriculum, Pedagogy and Assessment

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9/6/2019

Dr Sue Taylor, EdD Programme Leader

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7/17/2019

Why do some children perform better in school than others? Children's differences in the ability to learn are already evident in early life and have pervasive, lasting influence on all important life outcomes, including socio-economic status, health, and well-being. In my research, I apply digital technologies for collecting 'big data', life-course modeling and genomic methods to identify the complex dynamics of early life experiences that inform children's long-term cognitive development. The findings suggest significant improvements in the accuracy of predicting individual children's school outcomes, which is key to developing 'personalised education' that seeks to optimise learning achievement. While understanding the causes of children's differences in school performance is the greatest contribution that psychological science will make. Sophie Von Stumm, PhD, is Professor of Psychology in Education and Director of the Hungry Mind Lab at the University of York.

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6/19/2019

Hugo Lortie-Forgues, PhD In recent years, there has been a growing number of randomized controlled trials (RCTs) conducted in education. For example, in the UK, the Education Endowment Foundation (EEF) has commissioned more than 191 trials since 2012. These trials are often expensive, many exceeding £500,000. Given their growing numbers, and their cost, it is important to reflect on how informative these trials are. Are educational trials able to determine whether an intervention should be implemented at scale or whether its use should be discontinued? To address this question, I will present data from a study which reanalysed all the large-scale RCTs commissioned by the EEF (UK) and the NCEE (US) that were aimed at improving academic achievement in primary and secondary school students (141 completed trials, involving a total 1,222,024 students). In the seminar, I will present the conclusions of the study and discuss the different reactions the study has sparked.

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5/22/2019