Original Research The influence of support for early career teachers on their decision to remain in the teaching profession
Original Research ‘Relationships underpin everything’: What we can learn from the Nordic Teaching Model and a focus on relationships and student perception as a recently qualified teacher
Original Research ‘But how and why does it “work”?’: A primary school study into the impact of metacognitive strategies on disadvantaged learners
Original Research Navigating the shift to remote teaching: Lessons learned from delivering remote language and literacy instruction
Original Research English literature teachers’ conceptions of essential knowledge at Key Stage 3: A case study of the powers of teacher voice in the knowledge debate
Original Research Staying connected: The informal learning of primary teachers during the COVID-19 lockdown to meet the challenges of emergency remote learning
Original Research Creating the engine room for professional learning: Explaining a research-based model
Original Research Assessing the potential to teach: Lessons from an education assessment centre and later classroom practice
Original Research Investigating young children’s learning through a schema lens: How can schema theory inform practice in an Early Years class in a special school?
Original Research Promoting student-led questions in the secondary science classroom: An analysis of the types of questions created by students
Original Research Developing the right mindset for learning: Teaching self-regulation, focus and calm in the classroom
Original Research Utilising direct instruction to train primary school children in decision-making skills in the science classroom
![|Figure 1 shows the CPD quality assurance criteria for cycle two. Section 1: Intent 1.1 The intended impact of the [training/CPD/CPD programme] is clear 1.2 The [training/CPD/CPD programme] aims to develop participants’ beliefs](https://my.chartered.college/wp-content/uploads/2021/10/Piloting-CPD-quality-assurance-system-280x189.jpg)
