
Zofia Niemtus
Articles
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2 months ago |
tes.com | Zofia Niemtus
Just how far can intellectual curiosity take a person? For UK astronaut Tim Peake, the answer speaks for itself - and is rooted in his early experiences of education. From his formative years as a test pilot to his scientific contributions aboard the International Space Station, Peake’s story is one of dedication, inquiry and the power of education. We caught up with him to hear about his path to seeing our planet from afar and where he sees the role of schools and teachers in securing its future.
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2 months ago |
tes.com | Zofia Niemtus
What is happening with the mental health of older female students? The figures paint a stark picture. The Millennium Cohort Study (MCS) - which tracks around 19,000 young people born across England, Scotland, Wales and Northern Ireland in 2000 to 2002 - found that at age 14, some 23 per cent of young women had self-harmed (compared with 9 per cent of young men). By the age of 17, that figure had risen to 28 per cent (and 20 per cent for young men).
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Dec 10, 2024 |
tes.com | Zofia Niemtus
Trauma has become a contentious issue in schools. The lack of a clear definition of what constitutes trauma, a lack of clarity about how to diagnose and support young people with trauma, and the complex intersection between trauma, special educational needs and disabilities, and mental health have all contributed to a fractious and often polarised debate about how schools should approach it. So what does “trauma” actually mean?
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Nov 5, 2024 |
tes.com | Zofia Niemtus
Just what is it that makes an effective teacher? It’s a question that has occupied researcher Matthew A Kraft for decades. He’s currently associate professor of education and economics at Brown University in the US, and has published more than 40 papers exploring questions around education and effectiveness, from the effect of teachers on cognition and social-emotional competency, to the how prestige of the profession has changed over the past 50 years.
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Oct 15, 2024 |
tes.com | Zofia Niemtus
With more eyes than ever before on special educational needs and disabilities (SEND) provision in mainstream schools, headteachers, principals and trust leaders will be looking closely at the targeted interventions claiming to improve outcomes for those who need additional support. What they will likely find is that the ones they are using may not be those that are actually proven to have an impact.
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