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"... there is a huge prize waiting to be claimed by teachers. By collecting better evidence about what works best, and establishing a culture where this evidence is used as a matter of routine, we can improve outcomes for children, and increase professional independence."
- Ben Goldacre reporting to the DfE (Building evidence into education)
A perennial problem facing teachers and policy makers is not only implementing effective strategies in the classroom, but doing so in a way that is cost effective. As Professor Rob Coe reminds us, many of the strategies being used are not only not effective, but they are also very expensive.
There is now a growing movement to bridge the divide between education research and practice. Much of the literature is often inaccessible and simply too arcane for teachers to assimilate and appropriate into their own practice. A central strand of R&D will be to enagage with Higher Education Institutions to not only access that literature but also to seeks ways of disseminating it to teachers on the ground so they can be best informed about their practice.
In terms of methodology, an evidence-based approach aims to underpin any claims made about what good teaching and learning is but also to engage with the wider evidence base and then to rigorously test those claims.
By working with key strategic partners and with the schools in our alliance, we aim to engage with that wider evidence base to not only improve teaching standards and establish a 'reflective practitioner' mentality, but more importantly to improve outcomes for pupils by finding out what works and then sharing that knowledge.
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