Knowledge Management

Enhancing achievement for vulnerable students

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Enhancing achievement for vulnerable students: the role of research engagement and knowledge and capacity building in complex systems

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).

GTC Research for Teachers (RfT) Review of Websites

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GTC required a review of websites, portals or electronic resources that offer access to research on teaching and learning, designed primarily for a teacher audience (examples include the Teacher Training Resource Bank, the Research Informed Practice Site, the Evidence in Education Portal, Practical Research for Education), to inform the way in which Research for Teachers can continue to differentiate itself and add value. This report sets out the results of the review.

For CPD Providers

CUREE is internationally acknowledged as a centre of expertise in professional development and learning for education professionals. That expertise derives from:

  • our deep and extensive command of the published research including four international systematic reviews;
  • our own empirical research into CPD provision - including a very recent evaluation of a large sample (75) of providers registered on the TDA database;
  • our direct engagement with school leaders and practitioners through consultancy and CPD design and delivery.