Supporting refugee students in schools: What constitutes inclusive education?

This research summary is part of an online module on refugee education – Chartered College of Teaching members can access this learning for free.   This article summaries the following original research article:  Taylor S and Sidhu R (2012) Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education 16(1): 39–56. […]

Refugee Education

This module focuses on approaches to supporting refugee students in schools. Learn more about this module This online learning module has been developed by the Chartered College of Teaching and funded by the Charity of Sir Richard Whittington (part of the Mercers’ Charitable Foundation). The module is specifically designed for school leaders and focuses on […]

#ECSeries: RE curriculum and assessment

Early Career Series Logo

As part of the #ECSeries, we welcome Dawn Cox MCCT, CTeach (Leadership), who will discuss  ‘RE curriculum and assessment”. In this session Dawn will be looking at assessment in RE. She will look at the challenges with assessing RE and some potential solutions to ensuring that curriculum and assessment align, whilst keeping things manageable for […]

Unlocking Research: Inspiring Primary Curriculum Design

This is the third in the series of seminars, hosted by the Chartered College of Teaching, which will inspire and enable new thinking about the benefits and viability of developing research-informed and research-generating practices. Inspired by the innovative series of books ‘Unlocking Research’ (editors, Dr James Biddulph and Mrs Julia Flutter, Routledge) each seminar will […]

How to support students experiencing trauma in your classroom

This research review is based on a chapter that was previously published in Muller and Goldenberg (2022), a report in our ‘Education in Times of Crisis’ series: Müller LM and Goldenberg G (2020) Grief, trauma and post-traumatic stress disorder. In: Education in times of crisis: The potential implications of school closures for teachers and students. […]

A culture of safeguarding

Martin Baker and Mike Glanville, The Safeguarding Company   Introduction  Safeguarding addresses a school’s fundamental responsibility to protect children from harm, prevent the impairment of their physical and mental health or development and take action to enable all children to have the best outcomes.   Safeguarding as a practice was formalised in statutory guidance for educators […]

#ECSeries – Primary Geography: Embedding fieldwork in practice

#ECSeries – Primary Geography: Embedding fieldwork in practice The Chartered College of Teaching is delighted to have partnered with the Geographical Association to present an online webinar for Primary colleagues. This webinar is part of the #ECSeries and will focus on five keys areas: 1.  What fieldwork enquiry is (and isn’t) and how it has […]

The impact of racism on children’s mental health

Dr Verity Jones, Dr Chris Pawson, Dr Tessa Podpadec, Luci Gorell Barnes, Dr Sarah Whitehouse, Justin Vafadari University of the West of England, Bristol, UK This case study relates to research with 9-11 year olds. The project was funded by the mental health charity, Emerging Minds, and had ethical clearance from the University of the […]

Impacts of excessive screen time on children and young people

Impacts of excessive screen time on children and young people John Parkin and Shahina Pardhan, Anglia Ruskin University, Cambridge, UK   The COVID-19 pandemic caused an unprecedented move to emergency remote learning around the world (Hodges et al., 2020), with movement restricted and schools partially closed. This led to increased digital screen time for children […]

What do the concepts of ‘home’ and ‘belonging’ mean for children from different European countries?

This article summaries the following research article: Maine F, Brummernhenrich B, Chatzianastasi M et al. (2021) Children’s exploration of the concepts of home and belonging: Capturing views from five European countries. International Journal of Educational Research, 110. DOI: .org/10.1016/j.ijer.2021.101876.    Introduction A sense of belonging is an important part of children’s development of self-awareness and […]

Developing DIALLS: Case study 3

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This case study is the third of three, shared as part of the bitesize CPD unit on developing cultural literacy through dialogue. We recommend that you read the introductory section of this unit before engaging with the case studies.  Libby Meyer, Key Stage 1 teacher, primary school in Cambridge   We are a village primary located […]

Developing DIALLS: Case study 2

This case study is the second of three, shared as part of the bitesize CPD unit on developing cultural literacy through dialogue. We recommend that you read the introductory section of this unit before engaging with the case studies.    Cultural literacy learning for Key Stage 2.  Alice Cust-Hughes, Year 6 teacher, British school in […]

Developing DIALLS: Case study 1

This case study is the first of three, shared as part of the bitesize CPD unit on developing cultural literacy through dialogue. We recommend that you read the introductory section of this unit before engaging with the case studies.  Katie Crockford Morris, Head of Year 5 and 6, primary school in Wales   We are a […]

Enacting cultural literacy as a dialogic social practice: The role of provisional language in classroom talk

This article summarises the following research article: Cook V, Maine F and Čermáková A (2022) Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk. London Review of Education  20(1) DOI: 10.4324/LRE.20.1.02.   Introduction Provisional language, such as might/maybe/could/perhaps, is vague language that can be used to encourage open […]

Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms

This article summaries the following research article: Maine F and Čermáková A (2021) Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms. Learning, Culture and Social Interaction 29: 100500.    Introduction The features and benefits of dialogic teaching are well researched and recognised. Yet we know relatively little about the nuanced […]

Translating research into classroom practice: Cognitive science and beyond

Decorative image of glasses on an open notebook

Pedro De Bruyckere, Arteveldehogeschool University of Applied Sciences, Belgium; Utrecht University, Netherlands Paul A Kirschner, Emeritus Professor, Open University of the Netherlands, Netherlands; Thomas More University of Applied Sciences, Belgium; kirschner-ED Welcome to this issue of Impact, with the theme of ‘Translating research into classroom practice: Cognitive science and beyond’. The print version contains a […]

Neuromyths about Special Educational Needs: What should teachers know

Jo Van Herwegen, Associate Professor, Psychology and Human Development, Faculty of Education and Society, UCL, UK  Michael Thomas, Director, Centre for Educational Neuroscience, Birkbeck, University of London, UK  Chloe Marshall, Professor, Psychology and Human Development, Faculty of Education and Society, UCL, UK Rebecca Gordon, Associate Professor, Psychology and Human Development, Faculty of Education and Society, […]

Applying cognitive science principles to primary science

Dr Sarah Earle and Dr Kendra McMahon, School of Education, Bath Spa University, UK Introduction Cognitive science provides insights into learning that can inform practice in education, but the plethora of publications and, in some cases, the lab-based nature of studies that are remote from classroom realities make it difficult for practitioners to use this […]

Using cognitive science principles to design a knowledge-rich primary science curriculum

Rebecca Wardell, Primary Trust Assistant Principal, Dixons Academies Trust and Dixons Music Primary, UK In 2017, a major report funded by the EEF (Nunes et al., 2017) found strong evidence of a link between socio-economic status and science attainment. This science attainment gap becomes apparent at Key Stage 1 and gets wider throughout the rest […]