For the next issue of Impact, publishing in the spring term 2020, we are seeking papers focusing on cognition and learning. Topics can include, but are not limited to:
> Strategies to support learning – e.g. retrieval practice, low-stakes testing, feedback
> Metacognition and self-regulation
> Effective teaching methods – e.g. thinking aloud, scaffolding, modelling
> Memory and learning, including Cognitive Load Theory – applications and challenges
> Inclusive pedagogy – cognition, learning and SEND
> Research in cognitive science and education – methods and limitations
Article types include:
Research: Summaries of current, original research (including practitioner research) with their implications for pedagogy
Perspectives: Pieces offering a clear, balanced, research-informed review or critique of a particular topic within the issue theme
Reflections: Teachers discussing a specific piece of research and how it has informed their practice.
We encourage submissions across the full range of settings and phases, and welcome contributions from practitioners and researchers in special education. If you wish to submit to this issue please follow this link.