By Toby Greany A new policy landscape? In our previous blogposts we have set out the thinking that underpins the EQuaLLS research project as well as some of the emerging themes and issues we are exploring (such as ‘place’, ‘boundary spanners’ and teacher learning). We have also outlined our research design, which has involved interviewingContinue reading “Competition and Collaboration in Local Learning Landscapes- where next for policy?”
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The EQuaLLS three localities: What does ‘local’ mean in these school systems?
By Andy Noyes and Cath Gripton Having discussed some of the key aspects of the shifting schooling landscape, teacher professional learning for primary maths and our research design, this post (number 7) introduces our three ‘locals’. We highlight some key features of each locality, consider whether they are on the same change trajectory and highlightContinue reading “The EQuaLLS three localities: What does ‘local’ mean in these school systems?”
Place and Hubs: what do we know about hubs and how they work?
By Georgina Hudson and Catherine Gripton Hubs are now an established feature of the educational landscape in England. With varied geographic footprints and areas of focus, these hubs represent a key vehicle for government funded Continued Professional Development and Learning (CPDL) for teachers. In this blog post, the sixth from the EQuaLLS project, I exploreContinue reading “Place and Hubs: what do we know about hubs and how they work?”
The Changing Face(s) of Teacher Professional Learning in Primary Mathematics in England
By Catherine Gripton and Thomas Cowhitt This is our fifth blog post from the EQuaLLS project. In it we explore teacher professional learning in primary mathematics, how it has changed and is continuing to change as the school system is reformed in England. We consider the nature of professional learning in mathematics and what highContinue reading “The Changing Face(s) of Teacher Professional Learning in Primary Mathematics in England”
Looking Inside a Local Learning System: the unique role of boundary spanners
By Thomas Cowhitt and Georgina Hudson Our research team is engaging with three different Local Learning Systems (LLS) to better understand continuing professional development and learning (CPDL) provision in England. Each case study locality represents a unique context. We are working within one shire, consisting of small villages, several small towns, and the surrounding ruralContinue reading “Looking Inside a Local Learning System: the unique role of boundary spanners”
Researching local learning systems: three methodological questions
By Toby Greany and Thomas Cowhitt Schooling in England is complex and evolving. Our previous blog posts (here and here) begin to explore some of this complexity. This post focuses on some of the issues we have wrestled with as we have sought to study ‘Local Learning Systems’ amidst all this change. How exactly doesContinue reading “Researching local learning systems: three methodological questions”
Levelling up: so what for ‘local’ school systems in England ?
Toby Greany & Thomas Cowhitt The government has launched its Levelling Up White Paper, with every part of England able to get ‘London style’ powers and a mayor ‘if they wish.’ The proposals include plans for 55 new ‘Educational Investment Areas’ which have been identified based on an analysis of pupil outcomes in local authorityContinue reading “Levelling up: so what for ‘local’ school systems in England ?”
Researching Local Learning Systems during a period of Fragmentation and Reformation
Toby Greany A decade ago, Stephen Ball described England’s school system as “messy, patchy and diverse”, reflecting the roll back of Local Authorities (LAs) and the rapid increase in independent academies underway at that time. Since then we have seen a shift in policy, away from promoting single academies and towards Multi-Academy Trusts (MATs), whichContinue reading “Researching Local Learning Systems during a period of Fragmentation and Reformation”