You can listen to an audio version of this article above. RUTH NEWMAN, ASSOCIATE PROFESSOR IN LANGUAGE AND LITERACY EDUCATION, UNIVERSITY OF EXETER, UK Introduction A large body of research illustrates the benefits of talk for learning (Mercer and Littleton, 2007; Wegerif, 2013; Jay et al., 2017), recognising that ‘Of all the tools for educational […]
JUAN FERNANDEZ, TEACHER AND EDUCATIONAL RESEARCHER, UNIVERSIDAD AUTÓNOMA DE MADRID, SPAIN Educational research has identified different strategies to promote students’ learning. Integrating this best available evidence from research with teachers’ knowledge and expertise, while considering students’ unique needs and personal preferences, is usually considered as evidence-based practice (Galindo-Domínguez et al., 2022). Metacognition and retrieval practice […]
KELLY ASHLEY, LECTURER IN READING FOR PLEASURE, THE OPEN UNIVERSITY, UK PROFESSOR TERESA CREMIN, THE OPEN UNIVERSITY, UK JENNI JEALOUS, VICE PRINCIPAL, CROFT ACADEMY, UK CURTIS JORDAN, YEAR 2 TEACHER AND ENGLISH LEAD, HORSENDALE PRIMARY SCHOOL, UK Finding ways to engage students in reading may be one of the most effective ways to leverage social change. (OECD, 2002. […]
LAURA KING, INSTITUTE OF EDUCATION, UNIVERSITY OF DERBY, UK Conducting practitioner research as a teacher in primary education has led me to consider the way in which social justice is enacted through pedagogy in primary mathematics. Social justice is regularly linked with the attainment gap and disadvantaged children, but the actual impact on children of […]
WILLIAM EDWARDS, ASHWOOD SPENCER ACADEMY, UK Introduction As a primary school classroom teacher, I have aimed to develop my teaching through training and literature to better support self-regulation for learning. The Education Endowment Foundation (EEF, 2021) define self-regulated learning as the culmination of a learner’s cognition, metacognition and motivation. Evaluating and reflecting on each of […]
DR FIONA AUBREY-SMITH, INDEPENDENT CONSULTANT RESEARCHER, UK GRAHAM MACAULAY, DIRECTOR OF STRATEGIC PARTNERSHIPS, LEO ACADEMY TRUST, UK Any forward-thinking school keen to provide high-quality pedagogy and curriculum in the current landscape will be aware of the important contribution that digital technology can make. Yet finding robust and insightful evidence has historically been a challenge, making […]
GEETIKA SAWHNEY, SENIOR IT TEACHER, INDIA LYN HAYNES, PART-TIME ITE SENIOR LECTURER, CANTERBURY CHRIST CHURCH UNIVERSITY, UK Context As an educationalist, Lyn was asked to volunteer in an educational institution catering for age three to post-Masters in rural Punjab, India, comprising four distinct communities of practice. Her remit was to engage with students from across […]
Lekha Sharma, Avanti Schools Trust, UK Curriculum leaders are school administrators who are both instructional leaders and change agents. This model encompasses multiple responsibilities, including enhancing knowledge, subject knowledge expertise and classroom practices to positively impact on curriculum (Glatthorn et al., 2011). Curriculum leadership is complex for many reasons. One of these reasons is that […]
CLAIRE HILL, FORMER TRUST DIRECTOR OF IMPROVEMENT, STRATEGIC DIRECTOR, STEPLAB, UK JOSHUA GOODRICH, FORMER TRUST PD LEAD, CEO, STEPLAB, UK Have we lost sight of the classroom in our focus on curriculum? In recent years, there’s been a welcome focus on the importance of curriculum and a wealth of knowledge shared around curriculum theory. Yet […]
TOSHIRO MORI, TEACHER, TOBU JUNIOR HIGH SCHOOL; DOCTORAL STUDENT, NAGOYA UNIVERSITY, JAPAN This article is a reflection report suggesting that evidence-based education (EBE) (Haynes et al., 2002) was helpful in difficult decision-making during the COVID-19 pandemic. In February 2020, Prime Minister Abe called for the closure of classes in Japan nationwide. As a result, 98 […]
Become a Chartered College of Teaching Research Champion Overview Are you passionate about advancing education through evidence-informed practices? Elevate your impact by becoming a Chartered College of Teaching Research Champion. This crucial role positions you as a liaison between the Chartered College of Teaching and your school, fostering a culture of evidence-informed practice and […]
Lewis A Baker, Faculty of Engineering and Physical Sciences, University of Surrey, UK Introduction The purpose of this article is to justify the engagement in developing a teaching philosophy statement and to scaffold the writing process. For those already familiar with such documents, this article will argue for the value of revisiting a teaching philosophy […]
Professor Becky Francis, Chief Executive, Education Endowment Foundation, UK There’s no doubt that schools today are in a much better position to judge what is most likely to work in their classrooms than they were 10 years ago. We have access to more robust evidence than ever, which gives us valuable information about which pedagogical […]
ALEX REYNOLDS, DIRECTOR OF PRIMARY LEARNING & CURRICULUM, NORTHERN EDUCATION TRUST, UK HANAH HERON, DIRECTOR OF EDUCATION, CLIC TRUST, UK KIRSTIN MULHOLLAND, ASSISTANT PROFESSOR IN EDUCATION, NORTHUMBRIA UNIVERSITY, UK LOUISE JACKSON, INDEPENDENT EDUCATION CONSULTANT, WYE EARLY YEARS, UK NICOLA CHERRY, EARLY YEARS DELIVERY MANAGER AND INDEPENDENT EARLY YEARS CONSULTANT, UK Effective teaching is complex and nuanced. It requires a deep […]
GEMMA MOSS, PROFESSOR OF LITERACY AND DIRECTOR OF ESRC EDUCATION RESEARCH PROGRAMME, UCL INSTITUTE OF EDUCATION, UK RACHEL FRANCE, RESEARCH FELLOW, ESRC EDUCATION RESEARCH PROGRAMME, UCL INSTITUTE OF EDUCATION, UK Research-informed practice in England The concepts of evidence-based and research-informed practice have become increasingly central to school improvement in England. With its origins in evidence-based […]
MARCY STEIN, PROFESSOR EMERITUS, UNIVERSITY OF WASHINGTON, USA KRISTEN ROLF, ASSISTANT PROFESSOR, UTAH STATE UNIVERSITY, USA For over 50 years, the best way to educate children has been heatedly debated by those who favour what might be described as ‘teacher-directed instruction’ and those who favour ‘student-centred instruction’. In this article, we contend that Direct Instruction […]
SIDRA SAEED AND HUW HUMPHREYS, DEPARTMENT OF TEACHER EDUCATION, SCHOOL OF EDUCATION AND COMMUNITIES, UNIVERSITY OF EAST LONDON, UK Introduction: Context and research focus How children respond to each other as learners through feedback is well established (Topping et al., 2003; Boon, 2016; Feil, 2021); less is known about how children learn from peer-modelling (Ohtani […]
Terry Pearson, Independent Researcher, UK Introduction In this article, I consider research on two aspects of engaging in retrieval from memory – research that has reported both positive and negative effects. I begin with a very brief outline of the conclusions drawn about the consequences of retrieving information from memory on the long-term retention of […]
Kristian Still, Deputy Headteacher, Boundary Oak School, UK Over the last decade, an extensive body of literature on the benefits of testing (Roediger et al., 2011) has become connected with and articulated through the language and conceptual toolkit of cognitive science. The evidence is clear: testing or retrieval practice raises pupil achievement (Perry et al., […]
JAYNE LAVELLE, ITT, UNIVERSITY OF WARWICK, UK There are many ways in which a student’s learning can be maximised and, as this paper will address, feedback can be seen as the most powerful aspect of teaching and learning. However, despite this, why is feedback so powerful and why is it variable? According to Hattie and […]
