The Evidence People
Phillipa is attending an event by IRIS called 'Shaping the future of CPD' on 10th February.
Here is a page from the publication IRIS have produced detailing Philippa's vision for the future of CPD
Philippa presented at OECD's CERI Conference on Innovation, Governance and Reform in Education earlier this month. You can find out more about the conference here: http://www.oecd.org/edu/ceri/ceri-conference-2014.htm
Philippa's presentations were part of the conference dedicated to Knowledge-intensive Governance, Innovation and Chance; looking at how knowledge in and about education is created, mediated and used, and the adequacy of such knowledge bases to fulfil the many demands being made of them. This part of the conference focused particularly on the demands for knowledge created, mediation and use that can feed into innovation and systems of decision-making and policy change.
Philippa's first presentation titled 'How is knowledge in and about education effectively created, mediated and used? How effective are our systems for making use of it?' drew findings and conclusions from CUREE's extensive research into how knowledge is created and used. To recieve a copy of this presentation please email paige.johns@curee.co.uk
CUREE researchers have made a number of presentations at the 2014 BERA conference in London this year. You can view the presentations here:
Philippa Cordingley and Natalia Buckler have written in Professional Development Today about the use of specialist expertise in schools and colleges. With the movement towards professional development being school focused and schooled, important implications are raised for the contribution of external expertise.
Philippa Cordingley and Natalia Buckler explore the evidence for using specialists effectively and cast light on who they are.
You can find the article here.
Evidence based Innovation in school curriculum and pedagogy and organisation - Presentation and paper to the The Future of Education in the UAE: Innovation and Knowledge Production held at Emirates Center for Strategic Studies and Research (ECSSR), Abu Dhabi in September 2013
This paper to the 2013 AERA conference in San Francisco focuses on two aspects of the use of research and evidence in increasing educational effectiveness. It explores the contribution of use of research and evidence to meeting the needs of vulnerable students (Proposition 1) and the way in which it becomes increasingly important as the governance of education moves from central regulation to de-regulation, from a small number of high profile players to an increasingly diffuse, diverse and localised group of stakeholders. (Proposition 2), As remarked in OECD (Fazekas & Burns, 2012) knowledge and its use moves centre stage in the context of increasing complexity in education governance systems. Similarly, in the context of the complexity of the learning needs of the most vulnerable and the difficulties education systems have in responding effectively to them, research and evidence about high leverage approaches have a particularly important part to play. (Ibid).
Here is the presentation made by Philippa Cordingley at the first of a series of events organised by Education International Research Institute, OECD and University of Cambridge.
In this video, recorded at the American Education Research Association (AERA) conference 2010, Ben Levin and Amanda Cooper discuss the use of research and evidence in teaching practice.
Philippa Cordingley’s session at the AERA conference was intriguingly titled ‘Stepping stones, bridges and scaffolding: effective tools artefacts and professional learning processes for research use’.
She explored the use of research based tools, processes and artefacts as a means of encouraging use of research at scale in the English education system over the last twelve years.
