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Worth, Jack; Van den Brande, Jens – National Foundation for Educational Research, 2020
The research in this paper is the first large-scale quantitative study to look at teacher autonomy and its importance for retention in England. It finds that teacher autonomy is strongly correlated with job satisfaction, perceptions of workload manageability and intention to stay in the profession. It also finds that the average teacher has a…
Descriptors: Foreign Countries, Professional Autonomy, Teacher Attitudes, Job Satisfaction
Straw, Suzanne – National Foundation for Educational Research, 2020
Over the past year, National Foundation for Educational Research (NFER) has been undertaking research on T Levels focusing on providers' preparations for the delivery of the first T Levels in Digital, Construction, and Education and Childcare, which are being delivered from September 2020. The first research report and follow-up report have…
Descriptors: Technical Education, Readiness, Teacher Competencies, Barriers
Straw, Suzanne; Sims, David; McCrone, Tami; Bradley, Eleanor – National Foundation for Educational Research, 2019
T Levels are a major part of the Government's reforms to strengthen England's skills system by improving vocational and technical education. These two-year technical programmes for young people aged 16 to 19 years will combine classroom theory, practical learning and an industry placement. Each T Level will be equivalent to three A Levels. The…
Descriptors: Foreign Countries, Technical Education, Schools, Readiness
Claymore, Zoe – National Foundation for Educational Research, 2019
This report investigates the relationship between a broad range of pupil and school background factors and the KS4 [Key Stage 4] outcomes achieved by disadvantaged pupils. It looks at both the significance and strength of each association, in order to understand the relative importance of each factor in explaining differences in KS4 outcomes. The…
Descriptors: Secondary Education, Secondary School Students, Student Characteristics, Institutional Characteristics
Worth, Jack; Van den Brande, Jens – National Foundation for Educational Research, 2019
National Foundation for Educational Research's (NFER's) first annual report on the state of the teacher workforce measures the key indicators of the teacher labour market and teachers' working conditions. The recruitment, development and retention of teachers and school leaders is a crucial underpinning for a successful education system. However,…
Descriptors: Foreign Countries, Labor Market, Teacher Supply and Demand, Teaching Conditions
McCrone, Tami; White, Richard; Kettlewell, Kelly; Sims, David; Rush, Chloe – National Foundation for Educational Research, 2019
The overall aim of this two-year study is to understand effective practice and lessons learned from approaches to curriculum design and employer engagement by University Technical Colleges (UTCs). Researchers used a case-study methodology supplemented with management information and a survey of UTC students' views. Key findings include: (1)…
Descriptors: Foreign Countries, Active Learning, Student Projects, Curriculum Development
Sharp, Caroline; Smith, Robert; Worth, Jack; Van den Brande, Jens – National Foundation for Educational Research, 2019
Ensuring there are enough high-quality teachers in England's schools is crucial for delivering a first-class education for young people. Attracting and retaining enough secondary teachers is a key challenge facing school leaders today. Providing more opportunities for part-time and flexible working may provide part of the answer. This NFER…
Descriptors: Secondary School Teachers, Part Time Faculty, Working Hours, School Schedules
National Foundation for Educational Research, 2019
The Programme for International Student Assessment (PISA) is a worldwide research project involving schools and students in over 79 countries. It is run by the OECD [Organisation for Economic Co-operation and Development], takes place every three years, and is designed to examine how 15-year-olds can apply what they have learned in school to real…
Descriptors: International Assessment, Achievement Tests, Foreign Countries, Secondary School Students
Straw, Suzanne; Sims, David – National Foundation for Educational Research, 2019
This report provides a follow-up to the T Levels Research Study report, which was published by the National Foundation for Educational Research (NFER) in June 2019. It is based on discussions that took place at NFER's T Levels round table event, which was held in October 2019. The aim of the round table was to: (1) explore whether the T Levels…
Descriptors: Technical Education, Foreign Countries, Teaching Methods, Educational Planning
National Foundation for Educational Research, 2018
Each country's education system is intricate and unique, underpinned with different policies and priorities. International Large Scale Assessments (ILSAs) provide valuable insights into how a country's education system is performing. These studies gather in-depth contextual information about systems, schools, teachers and students; and explore the…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Grade 4
Williams, Maire; Grayson, Hilary – National Foundation for Educational Research, 2018
This report presents the findings from a rapid review of the evidence on how recent changes (2010 onwards) to the level of school funding in England have impacted on school spending and attainment. To do this the report appraises literature published from 2010 onwards that focuses on the following key questions: (1) What impact has school funding…
Descriptors: Foreign Countries, Educational Finance, Expenditures, Educational Attainment
Sharp, Caroline – National Foundation for Educational Research, 2018
There are many different types of summer school for children and young people. The most common educational summer schools in England are 'transition' summer schools for pupils about to start secondary school and 'access' summer schools to encourage older secondary pupils to apply for university. The purpose of this piece is to review the recent…
Descriptors: Foreign Countries, Summer Programs, Summer Schools, Secondary School Students
National Foundation for Educational Research, 2018
Education is recognised across the Gulf Cooperation Council (GCC) as a moral imperative and a strategic priority to secure future prosperity and human flourishing. Policymakers have set ambitious targets to join the ranks of the best performing education systems in the world in order to deliver economic success and secure a place on the world…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Garry, Jen; Rush, Chloe; Hillary, Jude; Cullinane, Carl; Montacute, Rebecca – National Foundation for Educational Research, 2018
Free schools are all-ability schools, funded by the government, and can be set up by groups such as charities, universities, teachers or parents. Free schools came into being as part of the Academies Act 2010 and the Education Act 2011 and have the same legal status as academies. The first free schools opened in September 2011 and by the end of…
Descriptors: Foreign Countries, Free Schools, Institutional Characteristics, Elementary Schools
Brill, Frances; Grayson, Hilary; Kuhn, Lisa; O'Donnell, Sharon – National Foundation for Educational Research, 2018
The authors define accountability broadly as a government's mechanism for holding educational institutions to account for the delivery of high quality education. The idea that the practice of accountability can contribute directly to improvements in education is a powerful one that underpins policy. Paradoxically, though, some hold that…
Descriptors: Accountability, Academic Standards, Learner Engagement, Teacher Participation
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