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Connolly, Vaughan – London Review of Education, 2021
How to best utilize curriculum time has long been a question for England's schools, which are free to vary time between subjects or to extend the school day/week. This question has now risen to national prominence as policymakers consider ways to help support students catch up lost learning after the COVID-19 pandemic. This article explores the…
Descriptors: Secondary Schools, Time on Task, Educational Attainment, Value Added Models
Edwards, Simon; Brown, Chris – London Review of Education, 2020
The idea that teaching and school leadership should be informed by research and other evidence has developed traction recently in England and other jurisdictions. Yet, such research has too seldomly involved the student perspective in leadership decision-making. This article presents a case study of an 'all through' academy in the south of England…
Descriptors: Foreign Countries, Educational Research, Student Attitudes, Disadvantaged
Hayes, Sean; Jopling, Michael; Gul, Ruki – London Review of Education, 2018
This article examines whether the so-called 'London effect', in which London's schools improved rapidly and outperformed the rest of England on key performance measures between 2003 and 2013, has persisted through the high levels of change that have continued to characterize the school system in England since 2013. Using detailed analysis of…
Descriptors: Foreign Countries, Accountability, Educational Improvement, Educational Attainment