I'm delighted to be presenting at ResearchEd Scandinavia on Saturday 14 March 2026, along with @HannahBijlsma , @EvaHartell, @KateJones_teach, @olicav and many more! I hope to see you in Haninge. https://t.co/XJHZv0CbhL #ResearchEd #rEdScandinavia #Sweden #education

Volume 2 of the @Education_NI's Quarterly Publication on Educational Research has just been published. It's a special on SEN with articles by @MelAinscow, Alison Mackenzie & Erin Dawson, John Anderson and me.

Colleagues interested in inclusive education will find this relevant. The article by @ProfDanielMuijs is particularly challenging in relation to the increased number of learners being labelled in different countries.

AI clearly already has valuable uses in education, but we need to make sure we do the research before jumping in and seeing unintended consequences.

Interesting paper suggesting common LLM's are vulnerable to prompt injection when used for assessment, which means that students may be able to artificially inflate their scores on tests marked using LLM's. #AI #Education https://t.co/2TY6wgHh8x #mdpieducation via @EducSci_MDPI

Very useful review by @C_Hendrick of ChatGPT for Teachers. Unfortunately, as happens too often in EdTech, the current iteration is pedagogically unsound and informed by various EduMyths. But there are opportunities, not least designing spaced practice:

There are also other posited causes, which are more US-specific. But overall these developments are exciting and support us involved in education reforms that are moving in this direction such as those in Flanders and Northern Ireland.

There are a number of commonalities: - Curriculum reform, and in particular moves towards a knowledge-rich approach - Using the Science of Reading to guide rigorous approaches to literacy - A focus on effective teaching and leadership.

This is surprising, as these states are poorer than the US average, spend a lot less on education than states such as New York or Massachusetts, and suffer significant social disadvantage in their populations. So what is happening to create these successes?

Something I haven't seen that much discussion of in Europe so far is the so-called 'Southern Surge'. This is the phenomenon in the US where Southern states such as Louisiana, Mississippi, and Tennessee are making rapid improvements and jumping up the attainment league tables.

In Engeland is vandaag het rapport Curriculum & Assessment Review verschenen. Het leidende principe rond de kennisrijke aanpak is - zoals verwacht - makkelijk overeind gebleven, ook onder een Labour-regering.

An important reminder from @C_Hendrick for all of us working on knowledge-rich curricula: it’s not about accumulating disconnected facts, but about developing richly connected schema of knowledge.

However, it does raise questions about some existing taken-for-granted's in educational research, which in itself is helpful and a reason to do more studies using non-linear models like this one.

Instructional practices was operationalised through the German three-factor model, with cognitive activation the main measure. My view is that this model doesn't work (the findings are very inconsistent across studies), and this may be another factor.

Does this mean we need to jettison the existing model? Not quite yet. There are a number of limitations in the PISA-TALIS linked dataset. Leadership was conceptualised as distributed and instructional, but each only had a few variables in the dataset.

We did not find the traditional causal model of leadership leading to better attainment through instruction. Rather, the relationship was highly complex, and in fact we found clusters of high attainment where scores on the measured leadership and instructional practices were low

New Open Access article by Burak Aydin, Marjolein Fokkema, Nurullah Eryilmaz, Ronny Scherer, Marcus Pietsch and me on the relationship between school leadership, teaching and achievement using the PISA-TALIS 2018 link dataset.

Buiten de krijtlijnen- de podcast van @Rinke_Vanhoeck en ons centrum- is al een poos niet meer op X te vinden maar dat betekent niet dat er niks interessants meer te beluisteren valt. Vandaag: @ProfDanielMuijs en Kelly Thyssen over de minimumdoelen. https://t.co/jEms4V0QkX

In Engeland reviewt men het curriculum en is er consensus over de kracht van kennisrijk werken. Trots om bij te dragen aan het debat over een breed en gevarieerd curriculum, in ons geval met een publicatie bij @CharteredColl over een project met kennisrijk curriculum bij kleuters

In this short blog & video clip, Doug Lemov (Teach Like a Champion) emphasises the importance of celebration & correction when teaching read aloud for fluency. We want to encourage & course-correct when necessary to strengthen our students efforts.