Person
Feyisa Demie is an honorary professor at Durham University School of Education and is the head of research and adviser for school self-evaluation at Lambeth local education authority. He has worked extensively with local authorities, government departments, schools and school governors for more than 27 years in the use of data and research to raise achievement. As an education adviser he works with schools covering all phases of assessment, from foundation stage, KS1, KS2 to GCSE. He also runs school-focused training programmes and annual national school improvement conferences at the UCL Institute of Education to support school self-evaluation for headteachers, teachers, governors and policymakers. With longstanding research interests on what works in raising achievement in schools and equity issues in education, he has written a number of books, research reports and peer-reviewed articles on school improvement, ethnicity, English as an additional language, school exclusions, disadvantaged students and diversity in the teaching workforce.
Ethnic minority communities in the UK see education as a gateway for opportunities. Yet in the UK, the ethnic background of teaching staff does not mirror the profile of the pupils (Demie & See,...
Continue reading blog postSchool exclusion is a hot issue within education and there is growing concern about the numbers of exclusions and off-rolling in schools in England. In particular, a number of studies have drawn...
Continue reading blog postThe lack of black and minority ethnic (BAME) teachers and headteachers in English schools is a growing concern facing policymakers in England. In a recent conference of school leaders, Nadhim...
Continue reading blog postPupils with English as an additional language (EAL) attract a great deal of interest among policymakers, school leaders and teachers, yet there are relatively few studies that have examined EAL...
Continue reading blog postThe questions of how to design and implement secondary curricula are critical and current ones in education. Of major concern is the narrowing of the curriculum and the lack of an inclusive...
Continue reading blog postThe questions, ‘What does the empirical evidence tell us about the achievement gap?’ and ‘What is proven good practice for closing the gap in educational inequality?’, are the subject of...
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