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. […]

The role of EAL departments in refugee education

This research review is part of an online module on refugee education – Chartered College of Teaching members can access this learning for free. Introduction English as an additional language (EAL) support is central to ensuring that refugee and asylum-seeking children remain and thrive in education. In addition to supporting their English language and thus […]

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 […]

#ECSeries – Secondary Geography: Embedding fieldwork in practice

#ECSeries – Secondary 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 Secondary colleagues.  This webinar is part of the #ECSeries, exclusively for teachers and subject leads. This webinar is part of the #ECSeries and will focus on five […]

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 […]

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 […]

Whole-school approach to pre-emptively reduce anxiety by prioritising wellbeing

Cara Carey, Development Lead, Teach First, UK Christopher Terry, Development Lead, Teach First, UK The negative impact of mental health conditions on academic performance is well documented (Agnafors et al, 2021). It is logical therefore to try to address this pre-emptively, ensuring that students are happy and supported at school, rather than only addressing mental […]

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 […]

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 […]

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, […]

Translating aspects of cognitive load theory into practice: nuanced results from the worked example effect in South African mathematics classrooms

Ashley Abbott, PhD Student and lifelong Mathematics Teacher, University of Oxford, UK Introduction Cognitive load theory (CLT) needs little introduction for many teachers and schools, with a myriad of books being published especially for teachers on the subject (e.g. Garnett, 2020). However, the theory is not well integrated into the South African context, and there […]

From theory to practicals – what does cognitive science suggest for teaching practical science?

Adam Stubbs, Teacher of Science and Maths, Evidence Leader in Education, Park View School, UK With the move to integrate cognitive science research into classrooms, there has been a focus on tangible aspects of learning such as knowledge. Discussions surrounding retention, retrieval and cognitive load often focus on knowledge-based components of learning, occasionally ignoring the […]