Twitter- Gender Grid, GSCE Reforms, Phonic Teaching And Academic Imbroglio

In a run-up to a prospective question whether phonics teaching affect readers, some new facts have taken birth. In our conclusion of the blogs and research on the academic radar this week, you will find the blogging explorations regarding the make predominance of men on Twitter alongside the mysterious case of a government website that disappeared. A recent Sue Cowley blog has browbeaten the merit of phonics teaching. The topic is making headway after an academic stating the teaching methods goes against the interests or tastes of able readers.

Researcher Andrew Davis from Durham affirms that though phonics can by handy in reading, teaching, it can be detrimental for readers if authorities sternly impose this method on primary children. He opines that books, which only feature those words that carry the phonetic annotation taught by their teachers, might bewilder children en route to learning how to read. The data of high-performing students reveal a very interesting point. Written by Tim Dracup, an education policy analyst, the apparatus dissects and unravels pivotal trends from this statistical assimilation. The top branch contains the broadening gender demarcation in favor of girls. He analyzes how this precedent varies from one school to another. He also highlights how students fare in different subjects. He illustrates a curious fact that one in every seven high performers fail to give the anticipated result in English. A short view of his blog the Gifted Phoenix will give you further insights into this fascinating piece.

Laura Mclnerney holds the Education Department accountable for the disappearance of the Targeted Basic Need Program Website. The policy came last year to fund schools in regions, which are witnessing paucity of space. However, every page pertaining to the 820 million pound policy is missing from its domain. You can read the full, gripping post on the person’s own blog. As regards the male dominance on Twitter, it is just because women toiling with education don not flock this social networking front. A blogger elucidates why people organizing Teach-Meets find it hard to gather women for such events. You can know much more in the Choco Tzar Blog. Certain corners opine women do not entail the confidence or capability to present themselves here. This results in paucity of diversity. The concerned blogger is launching special campaigns to confront this aspect.

As regards the GCSE regulation, the mutually inclusive or exclusive relationship between a slow writer and a bad writer comes up to the front. English teacher Andy Tharby’s post about some highly meritorious pupils struggle to shine in examinations is really worth a read. The piece includes concerns about the future after scrapping in-class assessment in 2017. This compelling piece contains personal experiences, limitations as a slow-writer and creates some factual observations.