All Outputs (33)
PISA 2022: National Report for England (2023)
Report
The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework (2023)
Report
The Hub for Education for Refugees in Europe (HERE) provides a central reference point for information relating to refugee education throughout Europe in the form of a curated, searchable database of academic and non-academic resources on refugee edu... Read More about The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework.
Gendered experiences of refugee education in Europe: a scoping review protocol (2023)
Report
This scoping review aims to explore the role of gender in refugees' education access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunit... Read More about Gendered experiences of refugee education in Europe: a scoping review protocol.
Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England (2023)
Report
Ensuring that all teachers engage in high-quality Continuing Professional Development and Learning (CPDL) has long been a policy priority in school systems worldwide, given evidence that this can lead to improvements in teaching quality and, thereby,... Read More about Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England.
Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe (2022)
Report
Contents: Disabled refugees students included and visible in education: challenges and opportunities in three African countries: South Africa case report / Nicole De-Wet Billings, Khuthala Mabetha -- Disabled refugees students included and visible in... Read More about Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe.
The benefits of Art, Craft and Design education in schools: A Rapid Evidence Review (2022)
Report
A twenty year evidence review of published research looking at the benefits of school art craft and design education.
Colour-evasiveness and higher education: Synthesis of literature on race and widening access (2022)
Report
Widening access policy and initiatives in English higher education (HE) have largely been colour evasive rather than colour-focused. The paper draws attention to the literature - empirical work on widening access specifically - to understand the sil... Read More about Colour-evasiveness and higher education: Synthesis of literature on race and widening access.
PISA: Engagement, Attainment and interest in Science (PEAS) (2021)
Report
The way in which science is taught can influence how interested, engaged and informed students are. Teachers are responsible for the delivery of curriculum content as well as shaping views towards, beliefs about and ‘trust’ in science. Different inst... Read More about PISA: Engagement, Attainment and interest in Science (PEAS).
Policymaking in disruptive times: the development and impact of School Trust-designed policies on teacher and student outcomes (2021)
Report
Research funded by the ESRC IAA and conducted by the University of Nottingham in collaboration with the Confederation of School Trusts, has tracked the leadership of 14 School Trusts from some of the most deprived areas in the Northern region of Engl... Read More about Policymaking in disruptive times: the development and impact of School Trust-designed policies on teacher and student outcomes.
(Re)constructing school readiness from Chinese young children's perspectives: Interim Report (2021)
Report
This interim report presents the ongoing progress of a collaborative project between the Centre for Teacher and Early Years Education (CTEY), UCL Institute of Education and the Faculty of Education, Beijing Normal University (BNU), which aims to (re)... Read More about (Re)constructing school readiness from Chinese young children's perspectives: Interim Report.
(Re)constructing school readiness from Chinese young children's perspectives (2021)
Report
This interim report presents the ongoing progress of a collaborative project between the Centre for Teacher and Early Years Education (CTEY), UCL Institute of Education and the Faculty of Education, Beijing Normal University (BNU), which aims to (re)... Read More about (Re)constructing school readiness from Chinese young children's perspectives.
System leadership in disruptive times: robust policy making and enactment in School Trusts (2021)
Report
The research discussed in this report is based upon a project, funded and conducted by the University of Nottingham, in collaboration with the Confederation of School Trusts and the CEOs of 15 Trusts in the Midlands region. This is part of larger sca... Read More about System leadership in disruptive times: robust policy making and enactment in School Trusts.
What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses (2020)
Report
The widely acknowledged importance of educating parents in children's early years has led to a substantial number of parenting programmes aimed at various aspects of early childhood care and education (ECEC). A vast amount of research has been conduc... Read More about What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses.