Jack Bryne Stothard, University of Derby, UK Introduction Previous literature (van Katwijk et al., 2023) has shown that research is an essential way to ‘future-proof’ teacher education, ensuring that pre-service teachers (PSTs) develop the skills needed to adapt to the ever-changing conditions and demands of educating. While many qualified teachers may be interested in research, […]
GEORGE DAVIES-CRAINE, HEAD OF GEOGRAPHY AND EDUCATION RESEARCH CHAMPION, LANCASTER GIRLS’ GRAMMAR SCHOOL, UK MATT FLORY, ASSOCIATE ASSISTANT HEAD, LANCASTER GIRLS’ GRAMMAR SCHOOL, UK Engaging in action research Educational research is a cornerstone of effective teaching and learning. Teachers are, by nature, reflective practitioners who thrive in research-rich environments (BERA and RSA, 2014) and should be able […]
Kirstin Mulholland, Senior Associate for School Engagement and Evidence Use, Education Endowment Foundation, UK Harry Madgwick, Research and Policy Manager, Education Endowment Foundation, UK In education, we have access to an ever-increasing quantity of research (Francis, 2023). Yet simply accessing research evidence is not enough to ensure that it impacts upon outcomes (Nelson et al., […]
DR MUHAMMAD NAEEM, ADDITIONAL SECRETARY, GOVERNMENT OF PUNJAB, PAKISTAN PROFESSOR TANYA OVENDEN-HOPE, DEAN AND PROFESSOR OF EDUCATION, PLYMOUTH MARJON UNIVERSITY, UK Introduction Evidence to inform best practice in schools and at systems level should be sought from a variety of sources. This article offers findings from parents to contextualise issues that impact on culturally sensitive schooling, and […]
URSULA CRICKMAY, SCHOOL OF EDUCATION, UNIVERSITY OF EXETER, UK SARAH CHILDS, PENRYN COLLEGE, UK KERRY CHAPPELL, SCHOOL OF EDUCATION, UNIVERSITY OF EXETER, UK Introduction Creativity has frequently been identified as a core skill that is necessary for the workforce and future citizenship, given the context of ongoing uncertainty and change across interconnected social, political, environmental, technological and economic […]
TARA KIRAN KURRE, TEACHER EDUCATOR, AZIM PREMJI UNIVERSITY, INDIA Neuroscience, the study of the structures and functions of the brain, intrigues educators for its application in education. The insights provided by neuroscience on how we learn might help in planning effective pedagogies that will help teachers to create better learning experiences for students. However, several researchers […]
SOPHIE APPELQVIST, ENGLISH TEACHER, THE LADIES’ COLLEGE, GUERNSEY Classroom teachers appreciate the importance of independent work. But, practically, how do you improve the independent skills of a class? I was teaching a relatively small group of engaged and enthusiastic students, in a school where behavioural issues are minimal and expectations are high. However, my students struggled […]
ZOE JAMES, DEPUTY HEADTEACHER, BEACON ACADEMY, UK LIZ HAMILTON-BROWN, LITERACY AND EAL COORDINATOR, BEACON ACADEMY, UK JENNY WHITE, LEAD READING INSTRUCTION TUTOR, BEACON ACADEMY, UK The primacy of reading in enabling students to access the curriculum in secondary schools and its exponential impact on students’ progress is well established (Rigney, 2010). Yet there is a dearth of […]
LAURA PARKES PRIYA CHRISTIE Introduction We are living in a time of flux where previously self-evident ‘truths’ about the value of the literary canon are being scrutinised for their resonance in the modern world (Mason cited in Anderson, 2019). Following the Black Lives Matter movement, our students are more vocal about what their schools should […]
RACHAEL SPEED, LEAD PRACTITIONER, ASH MANOR SCHOOL, UK As teachers, we are acutely aware of the need to ensure that students have the ability to remember information taught in the long term. Furthermore, the Ofsted Education Inspection Framework (2023) highlights the need for teaching to be designed to achieve long-term retention. The Education Endowment Foundation […]
ELIZABETH HIDSON, RESEARCH AND KNOWLEDGE EXCHANGE FELLOW, UNIVERSITY OF SUNDERLAND, UK KATE DUFFY, RESEARCH LEAD FOR INITIAL TEACHER EDUCATION, UNIVERSITY OF SUNDERLAND, UK KEVIN HOLLAND, CEO, GLOBAL SPIRITED CIC, UK HEATHER MARCH, DIRECTOR OF TEACHING AND LEARNING, AIM HIGH ACADEMY TRUST, UK JANINE RUSHWORTH, BARNES INFANT ACADEMY, UK JAYNE BARTLE, HEADTEACHER, COXHOE PRIMARY SCHOOL, UK HOLLIE WATKINS, KEY STAGE 2 TEACHER, COXHOE […]
CLAIRE BADGER, SARA HARNETT, CALLUM HYDE, MONICA MARTINS AND ANGELA PAGE, THE GODOLPHIN AND LATYMER SCHOOL, UK One of the challenges of using evidence in education is gathering good feedback so that the impact of changes made to classroom practice can be effectively evaluated. One source of feedback is student voice; engaging students in discussions of […]
EDWARD FALSHAW, DEPUTY HEAD, LEIGHTON PARK SCHOOL, UK This research explores educational technology and student engagement in a pragmatic, sequential, mixed-methods case study research project in one independent, co-educational UK secondary school for 11–18-year-old students. The purpose was to understand the perceptions of students and teachers regarding student engagement with one-to-one Chromebook technology in the classroom, and […]
ROBERT CAUDWELL, CO-FOUNDER, PENROSE EDUCATION, UK Introduction A theory is a system of concepts that explain and/or describe the object of study in a given area of research or study. Perry and Morris, 2023, p. 22 Often, those engaged in the application or translation of educational theory into practice emphasise the importance of establishing the […]
DR KAREN BOARDMAN, HEAD OF DEPARTMENT, DEPARTMENT OF EARLY YEARS EDUCATION, EDGE HILL UNIVERSITY, UK SILVIA CONT, RESEARCH ASSISTANT, DEPARTMENT OF EARLY YEARS EDUCATION, EDGE HILL UNIVERSITY, UK CHRIS DAVEY, HEADTEACHER, BLESSED SACRAMENT PRIMARY SCHOOL, UK Introduction: The issues of maintaining research integrity and addressing ethical educational research dilemmas Concerns surrounding the ethics and integrity of research with […]
JULIA FLUTTER, PROFESSIONAL DOCTORATE RESEARCHER, FACULTY OF EDUCATION, UNIVERSITY OF CAMBRIDGE, UK At the Learning and Teaching Conference 2023 at the University of Edinburgh, Professor Gert Biesta raised a few eyebrows in his keynote address, challenging the audience with an important question: How much research does teaching need? Was Biesta was more likely to argue […]
MICHAEL TAYLOR, PROFESSIONAL TUTOR, LIVERPOOL HOPE UNIVERSITY, UK This article continues the conversation from previous research (Taylor, 2023), arguing for the need for reciprocity when working with schools and teachers. While the need to minimise harm from research is commonly advocated, this work argues that potential costs to schools in terms of time and resources […]
THERESE ANDREWS, THOMAS’S LONDON DAY SCHOOLS, UK Abstract This paper explores the ethics of teachers and leaders researching their own workplaces and practice. Much has been written about bridging the gap between research and practice, particularly in England since the Department for Education commissioned a 2014 study to assess progress towards an evidence-informed teaching system (Coldwell […]
Kathryn Taylor, EdD Candidate, IOE, Faculty of Education and Society, University College London, UK As an experienced secondary practitioner, I have engaged in a lot of professional development (PD) and become fascinated by the dynamics of teacher professional learning (PL). In my doctoral research, I have developed an analytical framework for the exploration of perspectives […]
DR CHRIS BAKER, PROFESSIONAL DEVELOPMENT LEAD, THE CABOT LEARNING FEDERATION, UK Using research in schools to improve levels of understanding and drive better decision-making should be a goal for us all, but it is not without its challenges. For many of us, engaging with research can be a daunting and uncomfortable experience, as we wrestle with […]
