Paul A Kirschner, Emeritus professor, Educational Psychology, Open University, Netherlands; Guest professor, Expertise Centre for Effective Learning (EXCEL), Th...
Carl Hendrick, Wellington College, UK; Author
Jim Heal, Deans for Impact, USA
One of the difficulties with determining what is effective in a classroom is tha...
Jemima Rhys-Evans, HEAD OF PRIMARY CURRICULUM AND STANDARDS, THE CHARTER SCHOOLS EDUCATIONAL TRUST; DIRECTOR, CHARLES DICKENS RESEARCH SCHOOL, UK
Just over fiv...
Adam Stubbs, Teacher of Science, Park View School, UK
Research into learning and cognition has led to the use of various evidence-based approaches in the class...
Helen Skelton, Head of Science, Beaumont School, UK
Formative assessment has the power to transform learning, since it yields evidence that is used to adapt te...
Claire Badger, Senior Teacher, Teaching and Learning, The Godolphin and Latymer School, UK
Sweller’s cognitive load theory (CLT; Sweller et al., 1998) has been...
Jonathan Firth, Teaching Fellow, University of Strathclyde, UK
Jennifer Zike, PhD Student in Education, University of Strathclyde, UK
Myths and misconceptions...
Caroline Locke, Second in Charge of Mathematics, Haberdasher's Aske's Crayford Academy, UK
The issue of marking and feedback impacts every teacher. The Departm...
Cecilia Astolfi , Teacher of Physics, Brentwood School, UK
Flashcards are a method of retrieval involving a prompt or question on one side of a card, and a sta...
Stephen Lee and Terry Dawson, Mathematics in Education and Industry, UK
Core Maths is a general title for a range of Level 3 (post-16) maths qualifications tha...
JAMES MANNION, BESPOKE PROGRAMMES LEADER, UCL INSTITUTE OF EDUCATION, UK; DIRECTOR, RETHINKING EDUCATION, UK; ASSOCIATE, ORACY CAMBRIDGE, UK
NEIL MERCER, EMERI...
LORNA SHIRES, DOCTORAL STUDENT AND PRINCIPAL LECTURER, OXFORD BROOKES UNIVERSITY, UK
Research into expert teachers
Most research about expert teachers conside...
Verity Downing, Master of Education (MEd Open), Independent Academic, UK
The importance of the Early Years Foundation Stage (EYFS) cannot be underestimated. Th...
Sarah Seleznyov, Director, London South Teaching School Alliance, UK
England is unusual in its formal approach to learning in Year 1 – in many other countries,...
Alice Reedy, Teacher, Kaizen Primary School (Part of East London Research School), UK
There is a broad range of existing research dedicated to the subject of r...
Abdul Limbada, Teacher of Computing, RS and MFL, Eden Boys’ Leadership Academy, Manchester, UK
Richard Mayer’s (2018) book on how to become a successful learne...
Ben West, Achievement Lead and Teacher of English, The Garibaldi School, UK
Understanding the secondary context
Ofsted’s ‘Key Stage 3: The wasted years?’ repo...
RYAN J CRAZE, TEACHER OF HISTORY AND GIFTED AND MORE ABLE STUDENTS LEAD, HARLINGTON UPPER SCHOOL, UK
"I couldn’t remember what to write."
"Some people make ...
Robin Hardman, Politics teacher, Hampton School, UK
As any humanities or social science teacher will know, there is a common paradox underpinning many teenage...
Lorne Stefanini and Jenny Griffiths, Coalition for Evidence-Based Education (CEBE), UK
In 2013, Ben Goldacre called for a greater use of evidence in education ...
