12 items found in 2 pages
Episode 3: Children’s experiences of social media and unsolicited sexual images: Developing Better Digital Literacy
UCL’s Professor Jessica Ringrose shares her research on unsolicited sexual images on Snapchat, a social media platform which plays a central role in the lives of many teens. We discuss how this work uncovered high rates of non-consensual image sharing and led to the establishment of cyber flashing as a new criminal offence in the UK’s 2023 Online Safety Bill. We also explore how collaborating with young people, crime scientists, sex education charities, and policy makers, and the use of participatory arts-based methods, were key to uncovering children’s experiences of social media and achieving more equity and social justice in their lives. Jessica Ringrose is Professor of the Sociology of Gender and Education at UCL’s IOE. For the podcast transcript, details of our other podcasts and activities, visit http://tinyurl.com/mubmxu4n
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2/28/2024
When non-native speakers compete for top schools
How does testing young children influence educational attainment and well-being?
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6/15/2023
2022-DCAL-XMAS-NEWSLETTER-BENCIE-WOLL
BSL GCSE Another area that Bencie is working is the BSL GCSE. She is currently a member of the working group (together with Robert Adam) developing the BSL GCSE curriculum for England. Work was very delayed because of Covid but it’s now expected that the curriculum will go out for consultation in January with the aim of the course starting in schools in 2025. At the same time, Bencie been working with the Welsh government to develop the BSL Curriculum for Wales. There are a lot of associated resources and training that will be needed to support a BSL GCSE: the need to train deaf teachers of BSL for work in schools, the development of textbooks, videos and guides for teachers and learners.
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12/2/2022
Dr Jenifer Ruiz-Valenzuela - Where versus what: college value-added and returns to field of study in further education
Where versus what: college value-added and returns to field of study in further education - Dr Jenifer Ruiz-Valenzuela, (Centre for Economic Performance at the London School of Economics Research)
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3/26/2021
What's in the "Don't be spoon-fed" wallet?
Celine West demonstrates the "Don't be spoon-fed" wallet, which is available to secondary school teachers in East London.
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2/25/2021
What if… we thought anew about how we support special educational needs and disability in schools?
The Warnock Report marked a pivotal change in the provision of education for children with special educational needs and disabilities (SEND) - encouraging these children's inclusion in mainstream classes, and introducing the system of 'statementing' that set out a child's needs and entitlement to additional support. But much has changed in the intervening years - not least the increase in the number of children with SEND and the complexity of their needs, wider policies of parental choice and school accountability and, now, funding constraints on the availability of special school places and SEND support in mainstream classrooms. More recent years have also seen challenges to the bias towards inclusion. In this context we have brought together reflections from Baroness Warnock herself and a range of perspectives to take stock of the Warnock Committee's recommendations - their underlying principles, their implementation, and their relevance for the future. #IOEDebates
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12/6/2019
What if… we really wanted evidence-informed practice in the classroom?
There's been a big push to get classroom practice shaped by evidence of 'what works'. This has been largely inspired by advances in healthcare, where the use of research trials and national guidelines to improve patient care and outcomes is more established. This approach has not gone uncontested in education (or health) and 'evidence-informed practice' is still to be firmly embedded across all schools. Why is this, and do we even have a shared understanding of what we're aiming for when it comes to teachers' engagement with and use of research? In this debate we heard from leading commentators about whether, in their view, this is the correct agenda for education and, if so, what evidence-informed practice should look like and the steps needed to realise that vision across all schools.
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12/5/2019
What if… we really wanted to further social mobility through education?
It's a cause that's generated reams of policy wonkery, as well as a far-reaching education reforms - most recently the drive to provide 'powerful knowledge' for all in schools, through to the removal of the cap on university student numbers. But is any of this really going to bring about the meritocracy that many say we should aspire to, and any time soon? What if we wanted quicker results? Speakers • Kate Pickett, Professor of Epidemiology in the Department of Health Sciences at the University of York; co-author, 'The Spirit Level: Why Equality is Better for Everyone'. • Lord David Willetts, the Executive Chair of the Resolution Foundation • Diane Reay, Professor of Education at Cambridge University • James Croft, Chair of the Centre for Education Economics (CfEE) Chair: Professor Becky Francis, Director of the UCL Institute of Education (IOE) #IOEDebates
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12/4/2019
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