New research undertaken by the University of Exeter shows the Thinking School approach impacts greatly on the progress of pupils in both primary and secondary schools in England as measured by P8, reading progress, writing progress and mathematics progress.
The evaluative research covers a 3 year study (2016 – 2018) carried out on English state primary and secondary Thinking Schools.
Key Findings of Research:
Thinking Schools obtain accreditation from the University of Exeter after establishing a whole school approach to the development of independent thinkers and learners. The approach typically takes three years to embed. Schools are supported in their journey to becoming Thinking Schools by consultancy Thinking Matters.
The research process follows the author’s preferred style of action-research based on a form of illuminative evaluation and an adaptation/application of the SPARE ‘wheel’ model. Specific case studies are also used to support the findings.
See the Abstract and full Evaluation Report here
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