Rob Coe, Director of Research and Development, Evidence-Based Education, UK
Stuart Kime, Director of Education, Evidence-Based Education, UK
The existence of ...
Polly Crowther, Co-Founder, Early Insights; Evidence Leader in Education, East London Research School, UK
Mona Sakr, Senior Lecturer, Early Childhood, Middlese...
Jen Barker, Dean of Learning Design – School Leadership, Ambition Institute, UK
Tom Rees, Executive Director – School Leadership, Ambition Institute, UK
In Is...
Jo Lomax, NPQ Programme Lead, Church of England, UK
The reformed national professional qualifications (NPQs) for teachers and leaders acknowledge that ‘The qua...
Steve Farndon, Ambition Institute, UK
Instructional coaching is not only theoretically promising as the only form of CPD that reliably affects student achievem...
Youlande Harrowell, Assistant Headteacher; Founder, Mindful Equity UK CiC, UK
Aretha Banton, Founder, Mindful Equity UK CiC, UK
It all began with a single twe...
Rebecca Raybould, Associate, Centre for the Use of Research and Evidence in Education, UK
Philip Hamilton OBE, Chief Executive Officer, Community Academies Tru...
Ben Gibbs, Integrity Coaching; Restart-Ed, UK
Leadership is not an individual act
Leadership coaching is now firmly established as an effective way to support...
Suzanne Culshaw, Independent Researcher, UK
Andy Samways, Director of Research School, Unity Schools Partnership, UK
This article shares early findings of a s...
Ellie Lister, Project Lead, Big Education, UK
Liz Robinson, Co-Director, Big Education, UK
The world is changing beyond recognition, but arguably, schooling i...
John Mynott, School of Education, University of Aberdeen, UK
The more experience I have with leading Lesson Study, the more impact on teachers’ professional le...
HANNAH FOX, DEPUTY HEAD OF ENGLISH, SJWMS; ASSOCIATE LECTURER, CANTERBURY CHRIST CHURCH UNIVERSITY, UK
Continuing professional development (CPD) is a crucial p...
KATY CHEDZEY, CHARTERED COLLEGE OF TEACHING, UK
EMILY PERRY, SHEFFIELD HALLAM UNIVERSITY, UK
MARIA CUNNINGHAM, TEACHER DEVELOPMENT TRUST, UK
The need for tea...
JOHN PARKIN, SCHOOL OF EDUCATION AND SOCIAL CARE, ANGLIA RUSKIN UNIVERSITY, UK
SARA SPEAR, SCHOOL OF MANAGEMENT, ANGLIA RUSKIN UNIVERSITY, UK
This paper prese...
Teachers as learners
Teachers are also learners. They learn through their engagement with a knowledge base, through their immersion in practice contexts and th...
Charles Tracy, Head of Education, Institute of Physics, UK
Laura Childs, Senior Policy Adviser, Institute of Physics, UK
As the professional body for physics ...
Alison B. Monzo, Director Of Programs, Center For The Advancement Of Girls, The Agnes Irwin School, USA
Bridgette Ouimette, Founder And Co-CEO, Advancing Girls...
Peter J Watson, Resource Developer, NCELP; Department of Education, University of York, UK
Victoria Hobson, Network CPD leader, NCELP; Department of Education,...
Jeanie Davies, Head of Learning and Organisational Development, Oasis Community Learning, UK; Co-Founder, Schoolgenie, UK
Georgina Newton, Associate Professor,...
Scott Nevett, Assistant Headteacher, Southfield School for Girls, UK
While the majority of research into teacher professional learning is concerned with the pr...
