Bridging the gap between high and low performing pupils through performance learning online analysis and curricula

Metacognition is a neglected area of investment in formal education and in teachers’ professional development. This paper presents an approach and tools, created by a London-based company called Performance Learning Education (PL), for supporting front-line teachers and learners in developing metacognitive competencies. An iterative process adopted by PL in developing and validating its approach is presented, demonstrating its value to real educational practices, it’s research potential in the area of metacognition, and its AI readiness, especially in relation to modelling learners’ non-cognitive competencies

Literacy in the Netherlands. Country Report. Children and adolescents

European Literacy Policy Network (ELINET

Literacy policy and English/literacy practice: : Researching the interaction between different knowledge fields

This article considers the role of research in disentangling an increasingly complex relationship between literacy policy and practice as it is emerging in different local and national contexts. What are the tools and methodologies that have been used to track this relationship over time? Where should they best focus attention now? In answering these questions this paper will consider three different kinds of research perspectives and starting points for enquiry: 1. Policy evaluation. The use of a range of quantitative research tools to feed policy decision-making by tracking the impact on pupil performance of different kinds of pedagogic or policy change (Organisation for Economic Co-operation and Development [OECD], 2010). 2. Co-construction and policy translation. This has for some time been a central preoccupation in policy sociology, which has used small-scale and context specific research to test the limits to the control over complex social fields that policy exercises from afar (Ball, 1994). Agentic re-framings of policy at the local level stand as evidence for the potential to challenge, mitigate or reorder such impositions. 3. Ethnographies of policy time and space. Ethnographic research tools have long been used to document community literacy practices, and in training their lens on the classroom have sought to focus on the potential dissonance between community and schooled practices. It is rarer to find such research tools deployed to explore the broader policy landscape. In the light of debate within the field, part of the purpose of this article is to examine how ethnographic research tools might be refined to study how policy from afar reshapes literacy practices in the here and now. (Brandt and Clinton, 2002)

NEET in Essex: A Review of the Evidence

This report reviews the published research evidence on the factors and processes that lead some young people into becoming ?Not in Employment, Education or Training? (NEET), and the policy interventions that are deemed to prevent this. It also includes a previously conducted Latent Class Analysis (LCA) of the 2009 Essex NEET cohort, which is analysed alongside the more general published evidence. The literature reviewed was generated from wide rage of bibliographic search engines, academics, policy makers and practitioners working in this field The review will contribute towards the development of more effective policy interventions, and provide an initial foundation for the development of a possible multi-method research project. A primary research project will be able to provide more robust inferences on the causes and processes of becoming NEET and on the interventions designed to prevent this. This will enable Essex County Council to better target and implement effective policy interventions, ultimately reducing the social and economic costs of youth unemployment in Essex

Leveraging Non-cognitive Student Self-reports to Predict Learning Outcomes

Metacognitive competencies related to cognitive tasks have been shown to be a powerful predictor of learning. However, considerably less is known about the relationship between student’s metacognition related to non-cognitive dimensions, such as their affect or lifestyles, and academic performance. This paper presents a preliminary analysis of data gathered by Performance Learning Education (PL), with respect to students’ self-reports on non-cognitive dimensions as possible predictors of their academic outcomes. The results point to the predictive potential of such self-reports, to the importance of students exercising their self-understanding during learning, and to the potentially critical role of incorporating such student’s self-reports in learner modelling

"It's making contacts" : notions of social capital and implications for widening access to medical education

Acknowledgements Our thanks to the Medical Schools Council (MSC) of the UK for funding Study A; REACH Scotland for funding Study B; and Queen Mary University of London, and to the medical school applicants and students who gave their time to be interviewed. Our thanks also to Dr Sean Zhou and Dr Sally Curtis, and Manjul Medhi, for their help with data collection for studies A and B respectively. Our thanks also to Dr Lara Varpio, Uniformed Services University of the USA, for her advice and guidance on collating data sets and her comments on the draft manuscript.Peer reviewedPublisher PD