How do you develop a network that can enhance teachers’ professional learning by partnering a university with schools? Romina Madrid and Christopher Chapmans’s paper, Towards a network learning system: reflections on a university initial teacher education and school-based collaborative initiative in Chile explored the concept of Networked Learning Systems (NLS). The paper has just beenContinue reading “Building a Networked Learning System in Chile”
Tag Archives: educational research
Researchers launch manifesto for change in Scottish education
Educational researchers at the University of Glasgow have called on politicians to enable schools to work together more effectively to break the link between disadvantage and educational attainment. The Robert Owen Centre for Educational Change at the university has worked with partners across the Scottish education system over the last eight years. This work hasContinue reading “Researchers launch manifesto for change in Scottish education”
Reopening schools safely
NSEE’s principal investigator Professor Chris Chapman and Dr Sarah Weakley, Policy Scotland’s research and impact acceleration officer, based at the University of Glasgow, recently blogged about schools reopening on the International Public Policy Observatory (IPPO) website. The IPPO aims to mobilise global knowledge to address the social impacts of COVID-19. Writing about schools returning, ProfessorContinue reading “Reopening schools safely”
Collaborative schooling for change
The Network for Social and Educational Equity will be discussing the work of the team at a webinar this week, Collaborative Schooling for Change (Wednesday 3 February 2021, 12-1.30pm). Presentations within this webinar will highlight research with policymakers and practitioners, aimed at enabling all children to achieve their full potential, irrespective of background. Professor ChrisContinue reading “Collaborative schooling for change”
CAR projects during lockdown
By Dr Jo Neary Since the Christmas break, school buildings in Scotland have once again closed to all but the children of essential workers and of vulnerable families. While teachers are having to balance their workload between supporting learning online through digital classrooms, and attending their physical classroom, some teachers are also carrying on withContinue reading “CAR projects during lockdown”
Launch of practitioner panel
This month, we launched the Network for Social and Educational Equity’s teacher practitioner panel, a group that aims to develop an ongoing relationship between leading practitioners in education, and researchers at the Robert Owen Centre for Educational Change where NSEE is based. With more than 30 attendees from schools and education authorities across the westContinue reading “Launch of practitioner panel”
Educational panel to ‘narrow gap’ between teachers and researchers
By Dr Jo Neary The Network for Social and Educational Equity (NSEE) is currently establishing an expert practitioner panel, with the aim of developing an on-going relationship between leading practitioners in the system, and the researchers at the Robert Owen Centre for Educational Change, where NSEE is based. Much of our current NSEE work focusesContinue reading “Educational panel to ‘narrow gap’ between teachers and researchers”
Fieldwork in the Covid-19 era
By Dr Jo Neary As with many organisations and their employees, the NSEE team has been working from home since March this year. While much of our work has carried on as normal, some things have changed. A lot of the work we do involves visiting schools and conducting face to face training or providingContinue reading “Fieldwork in the Covid-19 era”
WANTED – international investigators to join research lab investigating the impact of COVID-19 on education networks
The NSEE team is seeking international educational researchers to join a research lab investigating the impact of Covid-19 on education networks.
The COVID-19 cohort and the ‘mess’ of public exams: reconsidering roles and responsibilities
By Professors Melanie Ehren, University College London Institute of Education and Vrije Universiteit Amsterdam & Christopher Chapman, University of Glasgow On 18 March, the Secretary of State for Education told Parliament that, in response to the Coronavirus pandemic, schools and colleges in England would shut to all but the children of critical workers and vulnerableContinue reading “The COVID-19 cohort and the ‘mess’ of public exams: reconsidering roles and responsibilities”