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This Issue

Issue content

Evidence-informed pedagogy

By Paul Kirschner

Just because they’re engaged, it doesn’t mean they’re learning

By Carl Hendrick

Resource design in the primary humanities

By Jemima Rhys-Evans

Minimising misconceptions through the design of explanatory sequences

Maximising impact by defining purpose in formative assessment

By Helen Skelton

Cognitive load theory in practice

By CLAIRE BADGER

Tackling learning myths among trainee primary teachers: A case study

By Jonathan Firth

Does individual feedback help or hinder?

By CAROLINE LOCKE

Physics revision: How to guide students to write and use effective flashcards

By Cecilia Astolfi

Enhancing teacher pedagogy of a post-16 maths qualification via an online ‘Core Maths’ platform

Teaching listening: The gateway to understanding

By JAMES MANNION

Scaffolding by novice and expert teachers: The difference

By Lorna Shires

The stronger the bonds, the greater the chances of success: Actioning on research to address the gender-based achievement gap in the Early Years

By Verity Downing

Researching play-based pedagogies in Year 1

By Sarah Seleznyov

Children’s perspectives on reading for pleasure: What can we learn from them and how can we adapt our practice accordingly?

Effective learning strategies: Making knowledge stick

By Abdul Limbada

Our role in challenging the most able: Addressing the wasted years in Key Stage 3 English

Peering into the Black Box of Achievement

The Writing Game: Can gamified activities aid pupils’ writing skills?

By Robin Hardman

Addressing the challenges of using evidence in education

By Lorne Stefanini

Translating the science of learning into practice with teacher-led randomised controlled trials: Giving teachers voice and agency in evidence-informed pedagogy

By Richard Churches

Teachers’ analyses of educational research as a source of professional development

By David Berliner

Releasing students from the cognitive straitjacket of visual-auditory-kinaesthetic learning styles

The need for critical engagement when using academic research and evidence

By James Rogers

Making teaching more research-informed: Some challenges

By Andrew Davis

Beyond the rhetoric: Making research engagement a reality

By Graham Handscomb

Building subject-specific CPD opportunities

By Laura Gatward

A move towards reconceptualising direct instruction in sport coaching pedagogy

Creating an environment to support effective learning strategies for early career teachers

How retrieval practice can be embedded into classrooms using 10 principles of CPD leadership

By Alex Beauchamp

Leading teacher collaboration in subject-specific pedagogy

By Caroline Entwistle

Browse other issues

Interim Issue: Evidence-informed Practice Issue 1: Assessment Issue 2: Science of Learning Issue 3: Developing Effective Learners Issue 4: Designing a curriculum Issue 5: Developing a learning culture Issue 6: Broad and balanced curriculum Issue 7: Arts, creativity and cultural education Issue 8: Cognition and learning Issue 9: Learning, leadership and teacher expertise Issue 10: Developing evidence-informed teaching techniques to support effective learning Special All-Schools Issue: 2018 Special Issue January 2019: Education Technology The Profession 18/19

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