Develop a pedagogy of repertoire, rigour, evidence and principle, rather than mere compliance, with a particular emphasis on fostering the high quality classroom talk which children’s development, learning and attainment require.
What works and what matters: education in spite of policy. Keynote at CPRT’s national conference – Primary Education: what is and what might be. London, 18 November 2016.
CPRT/IEE Dialogic Teaching Project – Classroom Talk, Social Disadvantage and Educational Attainment: closing the gap, raising standards, Professor Robin Alexander, Professor Frank Hardman, Dr Jan Hardman, Dr Taha Rajab, David Reedy, Mark Longmore
Research Review – Pedagogy: Learning, Professor Usha Goswami.
Research Review – Pedagogy: Teaching, Professor David Hogan, Dr Dennis Kwek, Professor Peter Renshaw.
Research Review – Digital Futures, Professor Cathy Burnett.
Research Review – Initial Teacher Education, Professor Olwen McNamara, Professor Jean Murray and Miss Rebecca Phillips.
McNamara, O., Murray, J., Phillips, R. (February 2017) Policy and Research Evidence in the ‘Reform’ of Primary Initial Teacher Education in England. York: Cambridge Primary Review Trust.
Burnett, C. (2016) The Digital Age and its Implications for Learning and Teaching in the Primary School. York: Cambridge Primary Review Trust.
Goswami, U. (2015) Children’s Cognitive Development and Learning. York: Cambridge Primary Review Trust.
Responses to government and parliamentary consultations
DfE consultation on a World Class Teaching Profession, February 3rd 2015.
Robin Alexander, Improving Oracy and Classroom Talk in English Schools: Achievements and challenges (extended and referenced version of presentation given at the DfE seminar on Oracy, the National Curriculum and Educational Standards), February 20th 2012.
DfE Review of Teachers’ Standards, May 1st 2011.
DfE Review of Teachers’ Standards (Phase 2), September 6th 2011.
Angela McFarlane, Re-thinking professionalism in teaching, 16th September 2016
Sadie Phillips, Teaching: am I in or out?, 1st July 2016
Ben Ballin, Learning Global, 29th April 2016
Nancy Stewart, Baseline assessment – we’re not buying, 18th March 2016
Teresa Cremin, Reading: re-asserting the potency of the personal, 12th February 2016
Sandra Mitchell, Marvellous teachers, February 5th 2016
Sadie Phillips, Reflections from an NQT: surviving or thriving?, January 8th 2016
David Whitebread, Crisis in childhood: the loss of play, November 16th 2015
Stephanie Northen, Squirrel on acid, October 9th 2015
Robin Alexander, Jerome Bruner at 100, October 1st 2015
Sadie Phillips, Goodbye PGCE, Hello NQT, June 26th 2015
Stephanie Northen, None of the above?, April 10th 2015
Robin Alexander, Teaching to the text: England and Singapore, March 20th 2015
Robin Alexander, Mindful or mindless?, February 27th 2015
Iain Erskine, Planning, teaching, assessing: journey to coherence, February 13th 2015
Robin Alexander, True grit, January 30th 2015
Jo Evans, Living the CPRT ideal, January 21st 2015
Natalie Bradbury, Pictures for Schools: a brilliant idea worth reviving, or an expensive luxury?, January 16th 2015
Robin Alexander, 2015: teach local, learn global, January 9th 2015
Stephanie Northen, Supporting new teachers: snake oil, evidence or what?, December 5th 2014
Stephanie Northen, Time for some insubordination, September 12th 2014
Alexander, R.J. et al (2010) Children, their World, their Education: Final report and recommendations of the Cambridge Primary Review, London: Routledge, chapters 7, 15, 23 and 24
Alexander, R.J. and Hargreaves, L. (2007) Community Soundings: The Primary Review regional witness sessions, Cambridge: University of Cambridge.
Blatchford, P., Hallam, S., Ireson, J., Kutnick, P., Creech, A. (2010), ‘Classes, groups and transitions: structures for learning and teaching’, R.J. Alexander et al (eds) The Cambridge Primary Review Research Surveys, London: Routledge, 548-88. Interim report summary (2008)
Daniels, H. and Porter, J. (2010), ‘Learning needs and difficulties among children of primary school age: definition, identification, provision and issues’, The Cambridge Primary Review Research Surveys, 217-40. Interim report summary (2007)
McNamara, O., Webb, R. and Brundrett, M. (2010), ‘Primary teachers: initial teacher education, continuing professional development and school leadership development’, in The Cambridge Primary Review Research Surveys, 649-701. Interim report summary (2008)
Wyse, D., McCreery, E. and Torrance, H. (2010), ‘The trajectory and impact of national reform: curriculum and assessment in English primary schools’, in The Cambridge Primary Review Research Surveys, 792-17. Interim report summary (2008)