Thanks - These are great (and a really good accompainment to the podcast).

I think there's lots of answers to that (also the PISA stats for China are not really comparable as only looking at Shanghai/BJ). Sorry to have missed it - family in town(!).

I've also written about this (and cited Yong Zhao) - www.tandfonline.com/doi/abs/10.1...

Thanks for the post Shane - and let me know what you think of Hartmut Rosa..(!).

Best episode of an educational podcast I've heard in a while. @samfr.bsky.social firing on all cylinders. Though I hope the answer to making KS3 more focussed is not more standardized testing.

For me a critical element of evidence based practice is ways experience resonates with the research (and the time for reflection when it does not...)

Nice decorations. Similar to what we are doing in Shanghai for our students (also they are all wearing traditional dress and making moon cakes..)

Monkey Island on what must have been one of the first Toshiba laptops (my dad worked in the industry).

And the Sony Walkman - first moment it was possible to play the soundtrack to your own life as you walked to school. Rocked up feeling like I owned the place which lasted at least until period one - Physics.

Not heard that one before - I've always used the suitcase curriculum which gets hauled from classroom to classroom over the years with no sense of the learners it is being delivered to.

Philosophically (for me at least) I think it's where the unquestionable principles are (ie learning is a science) but also ongoing reflection around the role of lived experience in engaging with and around academic research.

I guess my point is that the quality of PGCEs (and what is/isn't a focus) is variable. But thanks - just reading about John H Flavell's 1976 research.

I think a reliance on what was done on a PGCE is a danger. Back when I did my PGCE 15 years ago none of the research around meta cognition was on the curriculum. It is critical we ensure contemporary research informs what goes on in schools (as a senior leader this is always a priority..)

Also that academia is an echo chamber - it feels like academics spend more time talking to each other rather than the profession (at least that's been my experience during my doctorate). As teacher researchers we have an outsized impact (as long as we can find the time...)