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Feyisa Demie is an honorary professor at Durham University, UK, and a Fellow of the Academy of Social Science (FAcSS). He has worked extensively for over 30 years with local authorities, government departments, and schools on using research and data to drive school improvement. He also runs annual school improvement conferences and school-focused training programmes on using achievement data and ‘what work’ research evidence for headteachers, teachers, governors, and policymakers to support school self-evaluation.
The event will focus on ‘place’ and it aims to highlight how socioeconomic disadvantage and geographical context shape educational outcomes in England and Wales. It will focus on the varying...
In this blog post I would like to raise a number of questions for the new government about English as an additional language in schools: What should the new Labour government do to reinstate...
Continue reading blog postEthnic minority communities in the UK see education as a gateway for opportunities. Yet in the UK, the ethnic background of teaching staff does not mirror the profile of the pupils (Demie & See,...
Continue reading blog postSchool exclusion is a hot issue within education and there is growing concern about the numbers of exclusions and off-rolling in schools in England. In particular, a number of studies have drawn...
Continue reading blog postThe lack of black and minority ethnic (BAME) teachers and headteachers in English schools is a growing concern facing policymakers in England. In a recent conference of school leaders, Nadhim...
Continue reading blog postPupils with English as an additional language (EAL) attract a great deal of interest among policymakers, school leaders and teachers, yet there are relatively few studies that have examined EAL...
Continue reading blog postThe questions of how to design and implement secondary curricula are critical and current ones in education. Of major concern is the narrowing of the curriculum and the lack of an inclusive...
Continue reading blog postThe questions, ‘What does the empirical evidence tell us about the achievement gap?’ and ‘What is proven good practice for closing the gap in educational inequality?’, are the subject of...
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