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Why educational research is so Important and why it is having so little impact Peter Tymms

Why educational research is so Important and why it is having so little impact Peter Tymms. www.cemcentre.org. Outline. The potential of research Changing policies Structures Hierarchical nature of our system Learning progress over the years Male/female differences

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Why educational research is so Important and why it is having so little impact Peter Tymms

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  1. Why educational research is so Important and why it is having so little impactPeter Tymms www.cemcentre.org

  2. Outline • The potential of research • Changing policies • Structures • Hierarchical nature of our system • Learning progress over the years • Male/female differences • Conclusions - throughout

  3. Research potential • Understanding • Underlying causes • Theory • Prediction • But: • Interaction • Complexity • Nevertheless …..

  4. Can you date this? “Learning, alas will someday be smothered by … examination, competition, the calculation and publication of results.”

  5. J.E.C. Welldon 8 9 5 1

  6. Reasons • Dissatisfaction with the old system • Forgetting the lessons of history • New evidence and new theories • New technology • New politicians

  7. Impact of Policies on Standards • Primary schools • Hundreds of millions £ • Impact on reading • Tiny • Impact on maths • Modest • Secondary • ….

  8. Leaving Certificates

  9. Summary • Massive efforts to raise standards • More students staying on • More gaining qualifications • Levels of basic skills have remained fairly constant • Higher grades are easier to obtain

  10. Hierarchy within Education Countries Schools Clusters Classes Pupils

  11. Which matters most? • Country • Cluster • School • Teacher • Pupil

  12. Which matters most? • Country ? • Cluster • School  • Teacher  • Pupil      Proximate variables dominate

  13. Learning – growth pattern Level Time

  14. With more detail Reading Age

  15. In Summary • There are patterns to learning • General growth curve • Learning follows teaching • Specific patterns by • SES • Subject matter • Delays can be problematic • Forcing the pace can be counterproductive • Little and often is best

  16. Sex Differences • Gender differences in school performance • How big are they? • By subject • By ages? • Choice

  17. Age 3-18 • Official data • A level • GCSE • End of KS3 & KS2 • CEM projects • ALIS • YELLIS • MidYIS • PIPS • ASPECTS

  18. Mathematics

  19. English Vocabulary, Reading and Writing

  20. Science

  21. A Complication: Maths

  22. Choices pre-university: Most Female

  23. Pre-university: Most Male

  24. Summary • Attainment • Male  Female But • Mathematics spread: Male > Female • Language based areas: Female > Male • Choices • heavily gender based

  25. Why do we see differences? • Nature • Nurture • Or the two together

  26. Evidence from monkeys

  27. Thank you

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