Georgina Gretton, School of Education, Liverpool John Moores University, UK At Liverpool John Moores University, we work alongside 400 primary student teachers each year. This case study focuses upon the creation and implementation of the ‘Reflection, Observation and Planning’ (ROP) initiative that is embedded as explicit sessions within our Professional Studies modules across both undergraduate […]
Deborah Brown, Lecturer in Primary and Early Years Education, University of Sussex, UK The values and experience that I bring into this research perspective are from mixed experiences of teaching in nursery, school and higher education (HE) environments. More recently, I have used the experience and expertise that I have within the zero-to-five age range […]
Amy Hadfield, Specialist SEND Teacher and SENDCo, UK Although the approach to special educational needs and disabilities (SEND) has seen an improvement since the creation of the SEND Code of Practice (2014), there are still advances to be made, with improvements in initial teacher training (ITT) being one of them. Pre-2015, UK policymakers were so […]
Charlotte Whitfield, Head of English, Ash Manor School, UK Like all professional bodies, the education industry is obligated to focus on continuous training for their staff; I believe that a model of personalised continual professional development (CPD) is essential to ensure that this training is as effective as possible. While it is widely acknowledged that […]
Emily Rankin, Deputy Head, The English College in Prague, Czechia Melanie Chambers, Deputy Head and Whole School Professional Learning Leader, The British School of Brussels, Belgium Marco Gemelli, Deputy Head, St George’s British International School, Rome, Italy In June 2020, our three British international schools developed a consortium called Teaching Together in Europe (TTE), in […]
Gemma Lyons, Teaching and Learning Lead; School of Humanities and Social Sciences; Richard Huish College, UK This article examines how government policy is implemented on the ‘ground’ level and discusses areas of synchronisation and dichotomy. It then relates the government’s agenda to what is happening in our own educational institution as a means of example. […]
Rachel Attenborough (CTeach), Assistant Head: Teacher Development, and Hugh Barnes, Assistant to the Assistant Head: Teacher Development, Uppingham School, UK In our setting of a full boarding school for students aged 13 to 18, almost all colleagues wear at least three ‘hats’: academic (classroom teachers), pastoral (boarding house tutors or housemasters/mistresses) and co-curricular (sport, service, […]
Andrew Morrish, Director, Makana Leadership Ltd, UK During the past decade, the school system has become more receptive at embracing professional growth, in particular when seeking to improve leadership capabilities known to increase student outcomes (Robinson, 2010). There is still much that leaders need to know, such as how best to lead in certain situations […]
Raj Chande, Senior Research Associate, National Institute of Teaching, UK I joined the new National Institute of Teaching (NIoT) because I believe that we can make a real contribution to research into teaching and professional development – both its quality and its accessibility. I know how hard it can be to translate research into classroom practice or […]
Co-developed with teachers, the Award Scheme Development and Accreditation Network’s (ASDAN) new qualifications are designed to equip young people with competencies in communication, collaboration and emotional intelligence. Personal and Social Effectiveness (PSE) Level 1 and 2 qualifications support those young people for whom the standard diet of GCSEs and exam-based qualifications isn’t enough to engage or excite them. Academic […]
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 […]
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, […]
Helen Skelton, Head of Science, Beaumont School, UK Knowledge is required to think and therefore to learn. Learning has been defined as ‘relatively permanent changes in comprehension, understanding, and skills of the types that will support long-term retention and transfer’ (Soderstrom and Bjork, 2015, p. 176). The long-term retention of learning is a particular challenge […]
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 […]
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 […]
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 […]
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 […]
Yasin Arslan, PhD Candidate, Department of Psychology and Human Development, University College London Rebecca Gordon, Associate Professor of Cognitive Psychology, Department of Psychology and Human Development, University College London Andy Tolmie, Professor of Developmental Psychology, Department of Psychology and Human Development, University College London Introduction Teachers in the UK must complete a degree and an […]
Deepika Narula, Teacher of Chemistry, Beaumont School, UK Students often feel that they have studied a lot for a test, yet they are not able to do well. Classroom teachers have experienced this at some point, and Agarwal and Bain (2019, p. 126, p. 129) found that students have an ‘illusion of confidence’ and incorrect […]
Silvia Bastow, Subject Leader for MFL, Ercall Wood Academy, UK Every academic year, many language teachers are faced with a similar scenario: in September, they take on a new Year 10 GCSE class, they spend months progressively teaching a range of vocabulary and grammatical concepts in context, which they regularly retrieve, space and interleave – […]
