Getting students back to school – and keeping them engaged
School attendance problems are rising across many education systems, raising important questions about why students are missing school and what can be done to help them stay in school and engaged in learning. A new OECD report, Every Day Counts: Understanding, Preventing and Responding to School Attendance Problems, challenges the idea that attendance is simply […]
The nature of order processing deficits in developmental dyscalculia: The influences of familiarity and the count-list
Children with developmental dyscalculia often show impaired performance on number order processing tasks. Recent findings suggest these deficits are not general in nature but rather specific to certain kinds of sequences. One proposal by Slipenkyj and colleagues (2025) is that dyscalculic children struggle specifically to understand that “in order” can refer to sequences outside of […]
New to Science Leadership Programme
Are you a Key Stage leader, subject leader or thinking of becoming a Head of Department? Join ASE this autumn, for our New to Science Leadership Programme. ASE are working in partnership with Astin Consulting to offer this fast paced, interactive, practical leadership programme designed for new or aspiring science leaders in secondary schools. Through an […]
Getting students back to school – and keeping them engaged
School attendance problems are rising across many education systems, raising important questions about why students are missing school and what can be done to help them stay in school and engaged in learning. A new OECD report, Every Day Counts: Understanding, Preventing and Responding to School Attendance Problems, challenges the idea that attendance is simply […]
The relationship between teacher self-efficacy and perceived stress: The moderating role of context and experience
Study title: The relationship between teacher self-efficacy and perceived stress: The moderating role of context and experience. You are being invited to take part in a research study. Before deciding, it is essential to understand why the research is being conducted and what it entails. Please take time to read the following information carefully. Please […]
Manageable workloads, personalised learning and enrichment: Insights from UNESCO’s Happy Schools Framework
This webinar comes to you as part of a series, partnered with UNESCO to explore their Why the World Needs Happy Schools report, placing a spotlight on each of the four pillars. In this session, we will discuss the Process pillar, examining how adapting our learning experiences, interactions and teaching approaches shape wellbeing, motivation and […]
Creativity Action Research Resource Launch
Join us online for the launch of the Creativity Action Research Resource, a new online tool that supports teachers and creative practitioners to develop their skills in teaching for creativity through action research. Click here to book your place Creativity is one of the most important skills for students to develop so that they can […]
The impact of handwriting and typing practice in children’s letter and word learning: Implications for literacy development
This talk presents empirical data on the benefits of handwriting—relative to typing—for literacy and spelling development and discusses why handwriting may positively influence reading development. Two studies are presented in which 50 pre-readers learned novel letters and words in an artificial orthography, either by handwriting or by typing. Linear mixed models revealed that children in […]
From the editor
Teresa Cremin, Professor of Education (Literacy), the Open University, UK Over the last three decades, creativity and creative pedagogy have sustained numerous pendulum swings in policy and practice contexts. However, since the publication of UNESCO’s report Reimagining our futures together: A new social contract for education (ICFE, 2021), I think it is possible to discern […]
Reclaiming purpose: Disciplinary expertise and creative pedagogy as drivers of sustainable teaching
CLARE O’SULLIVAN FCCT, THE PTI, UK Introduction Imagine a Year 8 history class staging a courtroom trial to determine the fate of Anne Boleyn. Students interrogate sources, weigh evidence and argue passionately for opposing verdicts. Engagement is immediate and sustained – not because the activity is a novelty, but because it is rooted in a teacher’s […]
Professional development for creative pedagogies: The Art of Learning as a model for practice and pedagogical renewal
MARIE OTHILIE HUNDEVADT, INLAND COUNTY COUNCIL, NORWAY LAMIS SABRA, ASSOCIATE DIRECTOR, CREATIVITY, CULTURE AND EDUCATION, UK SZILVIA NÉMETH, T-TUDOK CENTRE FOR KNOWLEDGE MANAGEMENT AND EDUCATIONAL RESEARCH INC, HUNGARY This case study will highlight the content, design, implementation and structure of the professional development (PD) of teachers in the context of the flagship ‘Art of Learning’ programme, which was […]
Making it count: Legitimising outdoor learning through school systems and supporting structures
JEN AGER, UNIVERSITY OF CUMBRIA, UK DR DAVE HARVEY, BANGOR UNIVERSITY, UK Introduction and context Outdoor learning (OL) offers well-documented benefits for motivation, wellbeing and holistic development (Waite et al., 2016). Although national initiatives such as the National Education Nature Park highlight growing commitment, OL remains inconsistently embedded in English schools. The National Curriculum review (DfE, 2025) […]
Using a ‘learner–practitioner lens’ to overcome barriers in subject-specific CPD
BETHANY HOWES, SUBJECT DEVELOPMENT LEAD (SCIENCE), TEACH FIRST, UK Introduction Research consistently shows that effective teaching depends not only on strong subject knowledge but also on the ability to represent and communicate that knowledge in ways that make it learnable for pupils – what Lee Shulman (1986) defines as pedagogical content knowledge (PCK). Consequently, developing teachers’ […]
The place and value of informal learning pedagogy in music education
DR ANNA MARIGUDDI, DEPARTMENT OF PRIMARY AND CHILDHOOD EDUCATION, FACULTY OF EDUCATION, EDGE HILL UNIVERSITY, UK Informal learning pedagogy in school music education is at risk of losing its place within the classroom – but why does that matter? Within this perspective piece, I will explore the underpinning literature surrounding the phenomenon of informal learning pedagogy […]
Mathematical creativity: An overlooked dimension?
IAIN WILSON, TEACHER OF MATHEMATICS AND THEORY OF KNOWLEDGE, MARLBOROUGH COLLEGE, MALAYSIA Ask someone to list ‘creative’ subjects and they are likely to respond with music, art, drama… but maths is not generally included. And yet creativity is a vital tool in the armoury of a mathematical researcher: if mathematicians never thought in new ways, then […]
A pair of ears in every lesson? Using AI to give trainee teachers richer feedback
MILES BERRY, PROFESSOR OF COMPUTING EDUCATION, UNIVERSITY OF ROEHAMPTON, UK AI can now generate detailed, evidence-referenced feedback from a transcript of any lesson, but how does this fit with professional formation? When ChatGPT launched in November 2022, one of the first things that many teachers did was ask it to write a lesson plan. The results […]
Using generative AI: How might teachers integrate it into their practice?
HANNAH OWEN, TEACHING ASSOCIATE AND PHD RESEARCHER, FACULTY OF EDUCATION, UNIVERSITY OF CAMBRIDGE, UK The implications of artificial intelligence (AI) use in education are far reaching, potentially enabling new forms of teaching, learning and educational provision, as well as enhancing learning experiences and supporting teachers (Miao and Cukurova, 2024). And while there is much uncertainty about […]
From Curriculum to Classroom: Securing Strong Teaching for All Pupils
Schools are not short of ideas about curriculum. The challenge now is making those ideas work consistently in classrooms. This conference focuses on what strong teaching looks like in practice — how lessons are designed, how pupils experience the curriculum, and how leaders ensure that all pupils, particularly the disadvantaged, can access and succeed in […]
Unearthing Structures, Amplifying Voices: A Critical Realist Inquiry into the Lives of Autistic Teachers
In this webinar, Helen Bowhay, Director of Initial Teacher Education at the University of Nottingham, will introduce the key findings from her research into the lived experiences of autistic teachers in education. Despite increasing attention to diversity and inclusion for children and young people, there remains a significant lack of research that addresses these issues […]
Leading Professional Learning at Scale: Maximising CPD Spend
Teachers are happier and more likely to stay when they can access high quality CPD. Yet despite significant financial pressures, more can and should be done to ensure investment has impact – in England alone, a substantial share of the roughly £1 billion spent annually on CPD goes towards low-impact provision (TDT, 2025). Drawing on […]