Perspective Early Years SEND advocacy training: A research-informed perspective on building positive and compassionate relationships with children and their families
Original Research SPACE to Flourish: Cultivating children’s creativity through supporting pedagogy in professional learning – interim findings
Original Research ‘Tell Me the Story’: Reframing creativity through student voice in specialist and mainstream settings
Case Study Calm through creativity: Embedding daily creative habits to foster emotional regulation and wellbeing in primary classrooms
Original Research Whole-class approaches for addressing reading underachievement in disadvantaged communities: A comparative study of questioning versus uninterrupted reading
Case Study The Nervous State: Using cross-curricular learning to develop students’ emotional literacy and subject knowledge
Case Study Improving levels of student agency and self-regulation: A case study of the ‘Real LiFE’ Curriculum
Perspective Classroom to care transformation: The use of mannequin simulation to boost confidence, autonomy and psychological wellbeing in T-level health education
Teacher Reflection Use of an academic framework to help students to take a critical attitude to their use of information
Teacher Reflection Policy into practice: Empowering creativity and agency through ethical AI integration
Original Research Beyond the page: Contemporary classroom use of generative AI to democratise the expression of learning
Case Study Co-constructing learning with generative AI: Implications for supporting autistic students
Case Study A multimodal AI approach to supporting students with English as an additional language in a British international school setting
Perspective Don’t let the bots do the thinking: Reclaiming creativity and creative skills in an AI world
Original Research Generative AI, integrated curricula and a new index for measuring creative and original learning
Original Research Autonomy and agency in the age of algorithms: How is AI shaping professional knowledge, identity and practice?
