Skip to main content

Latest News

Event: Making Teaching Attractive and Worthwhile

Durham University Evidence Centre for Education is delighted to invite you to a one-day event to celebrate the Festival of Social Science. This is a face-to-face event with some members joining us online from outside the UK.  The event is free and open to the public.
A teacher leading a classroom

News from the Durham University Evidence Centre for Education: Summer/Autumn 2023

News from the Durham University Evidence Centre for Education: Summer/Autumn 2023
Professor Stephen Gorard Hosting a Conference Panel

Grammar school system does not boost grades and could be detrimental to some

New research involving our Evidence Centre for Education has found no obvious difference in GCSE grades between regions in England who use a selective grammar-school system and those that don’t and suggests that the chances of scoring the top GCSE grades are lower in grammar-school areas.
Image showing students and teacher in classroom setting

Study reveals ethnic disproportion between teachers and pupils in England

Our Evidence Centre for Education (DECE) has analysed the ethnic disproportion between students and teachers in English schools.
A child with their hand raised in a classroom with a teacher in the background in front of a blackboard

Improving schools for disadvantaged children

Please register to attend this event on 28th November, Marriott Hotel, Durham.  There will then be brief presentations of the new key findings and implications from our British Academy study of early child education in India and Pakistan (grant code ECE190026), and from our evaluation of the impact of Pupil Premium funding in England (arising from ESRC grant number ES/N012046/).

Research Poster Conference 2022

DECE successfully launched 23 research posters presenting original and innovative research done by the DECE affiliates.
DECE Banner

Does attending school matter?

Early Childhood study in Punjab, Pakistan and Gujarat, India has come to an end. The project has successfully completed and published a final report in which a foreword is contributed by Ziauddin Yousafzai (Malala's father and author of Let her Fly)
Project report

Workshop: Assessing the Impact of the LADDER Approach to Teacher Development on Teacher Retention and Teacher Wellbeing

The pandemic has heightened concerns about teachers’ mental wellbeing. Research suggests that there is a strong correlation between teacher wellbeing and teacher attrition. Even before the pandemic, one is six teachers reported feeling stressed.
A classroom full of children holding their hands up to answer a question

How to reduce teachers’ marking workload? New evidence from an EEF evaluation

This week sees the publication of the EEF’s FLASH Marking evaluation. Lead Evaluators, Rebecca Morris and Stephen Gorard, co-investigators, Beng Huat See and Nadia Siddiqui and FLASH Marking developers, Sarah Cunliffe and Leon Walker, summarise the findings from the report.
Table of codes for the FLASH marking system

Event: The Impact of School Closure on Pupils With EAL

At 5:30pm on November 23rd, Feyisa Demie will be presenting a free webinar with The Chartered College of Teaching investigating the impact of Covid-19 and school closures on EAL learners.
Two children using flashcards alongside event information

Keynote at the Luxembourg Education Research Association Conference

Beng Huat See presented a Keynote at the Luxembourg Education Research Association on Tackling Educational Inequalities in Luxembourg and Beyond on 11th November.
Banner 1

In The Media: Boris Johnson wants to pay Stem teachers a £3,000 premium – research shows incentives don’t work

Stephen Gorard and Beng Huat See outline shortcomings in Prime Minister's conference announcement regarding cash incentives for STEM teachers
Generic News Banner 3