HANNA BEECH, REGIONAL LEAD PRACTITIONER, THE KEMNAL ACADEMIES TRUST, UK We know that thinking is an internal process. As a result, we cannot be certain that students’ thoughts are directly related to our teaching. We aim to provide the most relevant content in the most explicit and engaging way, and we hope that this leads […]
Katie Jump, Associate Lecturer in ITE, National Institute of Teaching and Education (NITE), UK When observing an expert teacher, the modes of effective classroom dialogue (word choice, prosody, proxemics and kinesics – described by Norris (2004) as embodied methods) can be interwoven in such a complex way that they would be impossible for a novice […]
Kathleen McBride, Learning Design Lead, Voice 21, UK Introduction During the transition from primary to secondary school, there is a significant increase in the quantity and complexity of vocabulary that students encounter at school (Deignan et al., 2022). This is also a time of social and emotional upheaval, as they learn to navigate unfamiliar environments […]
Angela Schofield, Programme Development Lead, Excelsior Multi-Academy Trust, UK When considering the wealth of research around the complexities of narrowing the disadvantage gap, the fundamental importance of oracy to the many suggested strategies is clear. Whether the focus is on early reading, relationships, metacognition and self-regulation or language development and comprehension, oracy underpins the work. […]
Dr James Ingham, National Institute for Teaching and Education, Coventry University, UK The sense of hearing is truly remarkable. Developing as early as 16 weeks in utero, babies can recognise and respond to voices by 25 weeks. Playing music during pregnancy has been shown to positively impact babies’ brain development (Fox, 2000). As it develops, […]
Carl Luke, Chris Counihan, David Nichol, Sophie Meller, Kirstin Mulholland, William Gray, Arlene Anderson, Deborah Herridge, Northumbria University, UK Diana Karikis, Rowan Sanderson, Elisa Collard, Ryan Hill, students and pedagogic consultants, Northumbria University, UK Teacher preparedness and EAL Over the last decade, the percentage of pupils in state-funded primary schools whose first language is known […]
NIKKI SULLIVAN, DEPUTY HEADTEACHER, BECKFOOT SCHOOL, UK CLAIRE SMITH, DEPUTY SENDCO, BECKFOOT SCHOOL, UK Introduction The number of teaching assistants (TAs) in schools has risen sharply since 2000 (Sharples et al., 2018), and continues to rise (GOV.UK, 2023). Initially, this rise was associated with the determination to address teacher workload. However, the role of TAs […]
DR ROLAND MARDEN, SENIOR RESEARCH MANAGER, NATIONAL FOUNDATION FOR EDUCATIONAL RESEARCH, UK PIPPA LORD, RESEARCH DIRECTOR, NATIONAL FOUNDATION FOR EDUCATIONAL RESEARCH, UK Set up in 2020, in response to the disruption experienced during the COVID-19 pandemic, the National Tutoring Programme (NTP) aimed to help disadvantaged children in England catch up on learning affected by partial […]
MARK LESWELL, RESEARCH LEAD, SWALE ACADEMIES TRUST, UK Introduction In light of considerable investment in continuing professional development (CPD), it is crucial for school leaders to understand the characteristics of effective PD that contribute to improved teaching and learning (Hill et al., 2013) and the mechanisms that increase the likelihood of effective professional development (Sims […]
PATRICK MCDONALD, CURRICULUM LEAD, WESTERHOPE PRIMARY SCHOOL, UK WILLIAM GRAY, DEPUTY HEADTEACHER, WESTERHOPE PRIMARY SCHOOL, UK Introduction Cognitive science has clear implications for classroom practice (EEF,2021a), and research shows that teachers’ professional development (PD) can positively impact pupil outcomes (Cordingley et al., 2015; Rauch and Coe, 2019; Sancar et al., 2021). Drawing on evidence from […]
HANNAH MCMANUS, SENDCO, WESTERHOPE PRIMARY SCHOOL, UK WILLIAM GRAY, DEPUTY HEADTEACHER WESTERHOPE PRIMARY SCHOOL, UK Introduction It is undeniable that high-quality teaching is crucial in order for all pupils to make progress (Cullen et al., 2020), supplemented with carefully selected, small-group and one-to-one targeted interventions (EEF, 2020b). In our primary school context, following the impact […]
SUE SING, RESEARCH FELLOW, UCL FACULTY OF EDUCATION AND SOCIETY, UK BAS AARTS, PROFESSOR OF ENGLISH LIGUISTICS, DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE, UCL, UK Background and policy context In 2013, the UK government introduced the National Curriculum, which contains detailed specifications for the teaching of English grammar in primary schools (DfE, 2013). However, it […]
Cara Carey, Development Lead, Teach First, UK We are in the fortunate position of having a huge wealth of research around elements of great teaching. There are new books about teaching constantly being released, which is very exciting. This, however, means that it can be hard to keep track of current advice and filter the […]
Dr Jennifer Chung, University College London, UK Introduction Education in Finland has received worldwide attention since the release of the first Programme for International Student Assessment (PISA) scores in 2001. Research into the reasons behind Finland’s high outcomes in PISA has uncovered the high quality of teachers and rigorous teacher education in the country. Despite […]
Dr Camila Devis-Rozental, Principal Academic, Bournemouth University, UK Introduction Teachers’ professional knowledge is an important aspect of effective practice. Indeed, teachers who are experts in their subjects and those who have an in-depth understanding of pedagogical strategies, behaviour management and students’ needs are likely to have better outcomes (Barendsen and Henze, 2017). For this reason, […]
Hayley James, School of Educational Sciences, Bangor University, UK Background It has been over three years since school-age students across the world were forced to access lessons remotely or through blended learning approaches due to the coronavirus pandemic (United Nations, 2020). Evidence suggests that adapting to this way of working may have had sub-optimal effects […]
ALLAN PALTZER, TEACHER OF HISTORY & POLITICS, QEH BRISTOL, UK As a history teacher, modelling is a routine part of my lessons. I had always assumed that this was a good thing. Through my teacher training and subsequent in-school CPD, modelling had consistently been presented as a vital component of an effective instructional sequence. On […]
PHIL KIRKMAN, ASSOCIATE PROFESSOR, ANGLIA RUSKIN UNIVERSITY, UK DEB CAWS, SENIOR LECTURER, ANGLIA RUSKIN UNIVERSITY, UK CHRIS CHILDS, ASSISTANT PRINCIPAL, LONG ROAD SIXTH FORM COLLEGE, UK SIMON COLEBROOKE, TEACHER, LONG ROAD SIXTH FORM COLLEGE, UK MEGAN ISSOTT, TEACHER, LONG ROAD SIXTH FORM COLLEGE, UK JOHN PARKIN, SENIOR LECTURER, ANGLIA RUSKIN UNIVERSITY, UK ZOE THORN, TEACHER, […]
SUZANNE SARJEANT, HEADTEACHER, PENCOED PRIMARY SCHOOL, UK; CURRENTLY SECONDED TO WELSH GOVERNMENT DAVID EGAN, CARDIFF SCHOOL OF EDUCATION AND SOCIAL POLICY, CARDIFF METROPOLITAN UNIVERSITY, UK Despite ongoing attempts to improve equity in education in Wales, the gap in attainment between children living in poverty and their peers has remained broadly the same for more than […]
Harriet Ratty, Partnerships Support Coordinator, ImpactEd, UK The percentage of students persistently missing school in the 2021/22 academic year was considerably higher than pre-pandemic in 2018/19, at 22.5 per cent compared to 10.9 per cent (DfE, 2023). These numbers have since risen. At ImpactEd, we support schools to measure the impact of their initiatives so […]
