Author: IEE Editor
Applications now open for new round of LbQ innovation evaluation project grants
Applications are now open for the second round of Learning by Questions (LbQ) innovation evaluation projects with grants of up to £5,000 available.
Five more IEE Innovation Evaluation reports published
A further five reports from projects funded by the IEE Innovation Evaluation Grants have been published on our website.
#12StudiesOfXmas
Each year we publish a seasonal round-up of our favourite studies of the year. There’s nothing systematic about the selection, just a mix of the interesting and the different
First keynote speakers confirmed
Lisa Whitworth from Sidmouth College and Emma Sutherland from Nesta are the first confirmed keynote speakers for the second IEE Innovation Evaluation conference, to be held on 23 January 2020.
Celebrating 200 issues of Best Evidence in Brief
This week we have sent out the 200th issue of Best Evidence in Brief. Produced by the IEE in collaboration with the Center for Research and Reform in Education at Johns Hopkins University, Best Evidence in Brief has been sent out every two weeks since the very first issue in November 2011.
Can schools be expected to solve the obesity crisis?
Schools are often seen as the first line of defence against many of society’s problems, but how easy is it to actually make a difference? IEE’s Jonathan Haslam looks at the evidence.
Learning from school-led evaluation projects
BOOK YOUR PLACE at our second Innovation Evaluation conference, on Thursday 23 January 2020
Watch Best Evidence in Brief
Earlier this year we partnered with The National College to provide a Best Evidence in Brief roundup in video format
E4I focus on ScratchMaths
Following an Education Endowment Foundation evaluation last last year of ScratchMaths, we have added the intervention to Evidence4Impact, and have rated it as having ‘no impact’ for primary maths.
E4I focus on Lexia Core 5 Reading
Lexia Core 5 Reading was recently added to the Evidence4Impact database, and has been rated as ‘moderate’ for primary reading.
