International Literacy Centre – News

Several studies from the UCL Institute of Education (IOE) feature in the British Educational Research Association (BERA)’s ‘50@50’ portrait of 50 years of impactful educational research.

An IOE project led by Dr Sinéad Harmey collaborated with families and their nursery school in East London to create strategies that develop children’s writing skills from an early age.

Dr Sinéad Harmey, an Associate Professor in Literacy Education at the International Literacy Centre, has co-edited the book “Teaching Literacies in Diverse Contexts”.

In this podcast we learn about the concept of ‘translational research’ and hear examples of projects where it has supported the successful move from research to practice.

Future Ofsted inspections need to understand the range of urgent priorities that will have shaped decision-making locally in schools during the covid-19 pandemic, a new policy briefing by IOE.

We hear from Professor Alice Bradbury about the findings and recommendations from their work looking at how lockdown has affected school communities.

The pandemic has shown the extent to which families rely on schools for ‘basic needs’ such as access to an adequate supply of food and help in accessing other support services, highlights new UCL Institute of Education (IOE) research.

Teachers and policymakers should focus on learning disruption research when returning to school following the COVID-19 pandemic rather than learning loss research, according to a new paper by UCL Institute of Education (IOE) academics.

Professor Gemma Moss has been appointed as Education Research Director to guide and inform a substantial new investment in education research by the Economic and Social Research Council (ESRC), part of UK Research and Innovation (UKRI).

School league tables and SATs should be abolished in favour of a new fairer and more sustainable accountability system, according to a new report by an expert panel of senior education researchers.

A new edition of a book aimed at helping teachers to teach effective guided reading lessons for children aged 4-7 has been published.

Just over half of teaching assistants in schools stepped-up to manage classes on their own during the winter lockdown ensuring vulnerable and key worker children could attend lessons, according to a new study by UCL Institute of Education (IOE) researchers.

As part of the 2021 Reading Recovery Read Aloud in England, Scotland, Ireland and Malta, adults are sharing their favourite stories with children throughout March.

Numerous UCL Institute of Education (IOE) academics, both past and present, have contributed articles to a special edition of journal Education 3-13, exploring reading from multiple perspectives.

Professor Gemma Moss talks to Dr Rob Webster about what research has uncovered during COVID-19 and what this means for our education system moving forward.