Huntington School, York (UK)
“EBE works with Huntington School to devise, lead and deliver our national RISE (Research-leads Improving Students’ Education) Education Endowment Foundation project to help schools make evidence-informed school improvement. We work together training school leaders and supporting teachers in making research evidence both accessible and usable. Evidence Based Education is an indispensable part of the project team and an ideal candidate to support school improvement: be it supporting school leaders to undertake ‘best bet’ interventions, or to help teachers improve their pedagogy and impact by accessing the best of educational research.
Stuart, EBE Director, is a superb presenter who understands the daily work of teachers, seamlessly helping teachers and school leaders connect with the research evidence that matters and helping them make better decisions for their students. His past work as an English teacher, alongside his true expertise in research and evaluation give him a unique package of skills that schools can harness. He exhibits a real passion for making teachers and school leaders evidence-informed.
The team’s breadth of expertise in educational research, ‘best bet’ interventions, assessment and evaluation, makes Evidence Based Education an ideal candidate to support school improvement.
I would unreservedly recommend EBE to you to help your school improve.”
Alex Quigley, @HuntingEnglish
Alex’s latest book is ‘Teach Now! English’.
“Bringing research evidence and evaluation techniques for the improvement of teaching and learning to a total population of 3,600 students and 320 staff across five campuses in two cities in Africa is no easy job… Our relationship with Evidence Based Education began when Stuart Kime was working at CEM, Durham University. He developed a weekend of training for all our staff in February 2015 – this was a huge success. The staff were particularly appreciative of his style, knowledge, ease in dealing with tricky questions, and his firmness in supporting the Governors in evidence-based teaching and learning.
This relationship is now developing as we enter phase two of our development; EBE will visit Africa again in June 2016, to audit and evaluate what has been achieved, and to support us in what still needs to be done. I have no doubt that this week-long training, consultation, audit and reflection will move us to the next step [over the next few years] in our search to track, monitor and support student learning in a more concerted way.
Evidence Based Education has my whole-hearted support and unqualified recommendation.”
University of Tübingen, Germany
“As an International Affiliate, EBE Director Stuart Kime teaches two courses to LEAD postgraduate students: Randomised Controlled Trials in Education, and Education Research at the Nexus of Policy and Practice. He has a highly engaging teaching style; this is accompanied by deep knowledge both of his research areas and the practical application of findings from them in education systems. An innovative thinker, one of Stuart’s talents is to draw together and challenge teachers, researchers and policy-makers in their work on evidence-based education; he is currently working with Professors Ulrich Trautwein and Benjamin Nagengast to develop techniques to promote research engagement in German schools.”
St. George’s British School, Madrid
“As an all-through 11-18 school completely new to CEM data, we were in need of a really thorough but straightforward introduction to the suite of tests and how we could then use the data to improve teaching and learning.
Evidence Based Education provided us with half a day’s training on both primary and secondary testing and delivered to the leadership team of each phase. The sessions were appropriately pitched and paced, providing a level of information which inspired confidence and excitement about the feedback on our own students.
The explanations were clear and the trainer’s responses to questions indicated both his depth of understanding of the system and of how it might be used as a tool for accountability and, more importantly, to improve teaching and learning in the classroom. The relaxed but authoritative style inspired confidence in staff and allowed debate within the session, and timing was excellent, finishing both sessions exactly on time!
Key staff in the school now feel equipped to work with the data produced and to support classroom teachers to understand and use the information. They also feel confident that ongoing support can be accessed if necessary. Many thanks!”
Mulgrave School, West Vancouver
“Through the process of introducing CEM Durham assessments in our school, it has been key to emphasise the importance of the feedback data, which – along with knowing the students and other classroom assessments – informs teaching and learning. The data are not a judgmental tool but a supportive one.
Evidence Based Education has carried out excellent professional training with our staff, both in person and through webinars to assist in the understanding and importance of an adaptive assessment and how to use it in an informative way. This has been key to the acceptance and trust in the data that the assessments produce.”
Leicester High School for Girls
“Stuart Kime was consultant to the Leadership Team at LHS in developing our use of quantitative data for school improvement strategy. I have worked closely with him as both Headmaster and Deputy Head. His work with the school was highly valuable, and I look forward to working with him again at some point in the future.
In short, Stuart:
Quite simply, I could not recommend him highly enough!”
Alan Whelpdale, Headmaster
The Future Leaders Trust
Evidence Based Education worked with the Education Endowment Foundation to develop and deliver a one-day introduction to evidence-based education and evaluation techniques. We presented guidance on how to appraise research evidence and how to run a school-based DIY evaluation.
Here’s what participants had to say:
“Scratched under the surface of research… Some interesting ideas to take back.”
“Brilliant speakers; both were very passionate about their subject and knew what they were talking about. Made me really think about an area I have always struggled in: how to measure impact.”
“Really great session on making II (impact initiative) specific and measurable. Great ideas on how to use evidence in schools to drive and evaluate improvements”
“I felt I learned a lot. In hindsight I had very little understanding of the theory behind my II, and this session really helped clarify the need to be able to evaluate impact. It also taught me to question why we do things at school – not just to accept ‘because we always have’!”