We would like to invite you to a consultation meeting about a new project we are developing at the University of Lincoln to help school recognise and respond to the needs of children with SEND (diagnosed and undiagnosed). We are aiming to adapt an existing tool for assessing and highlighting a person’s cognitive strengths and […]
Research-2-Practice is a Wellcome Trust funded research project that is a collaboration between the University of Lincoln, Roehampton University, York St John University and Kyra Research School. The project works with, and is guided by, expert teachers to develop packages of evidence-informed science teaching materials for use with both primary and secondary school mentors and […]
Background The use of analogies as reasoning tools that play a key role in human cognition at all ages has been of interest to educators, scientists, and philosophers ever since Aristotle. Indeed, research has consistently found that analogies provided by teachers can, and do, play an important role in facilitating student understanding of scientific ideas. […]
Ireland’s government placed a renewed focus on the teaching and learning of numeracy with the publication of a national strategy in 2011. Whole-school planning for numeracy was already a requirement for disadvantaged schools also known as Delivering Equality of Opportunity in Schools (DEIS) in Ireland. This single site case study explored how a disadvantaged school […]
The Assessment Companion for Thinking Skills (ACTS) project is the culmination of a three-year Erasmus+ funded strategic partnership between schools and organisations in the UK, Finland, and Latvia. The aim of the project was to develop, trial, and disseminate a suite of diagnostic and formative assessment tools to be used by classroom teachers for the […]
The ASCENTS 121 support for science programme trained STEM undergraduates to provide 23 weekly one-to-one academic mentoring sessions to Year 11 science pupils with the aim of improving GCSE science attainment. Mentees were all eligible for free school meals and predicted to achieve a level 3-5 in GCSE science. Sessions were delivered outside of school […]
The use of home languages has previously been advocated in highly multilingual UK classrooms. However, drawing on the home languages and cultural insight of children who use English as an Additional Language (EAL) may also have important social and academic benefits in contexts where monolingualism is the norm. Conducted in a small local authority in […]
