Introduction
The arts can be a powerful vehicle for supporting children experiencing disadvantage, with rich approaches to learning in non-arts subjects and co...
This research project was designed to understand the lived experience of nine general practitioners teaching art; three from primary schools in the UK and six f...
DIALLS (DIalogue and Argumentation for cultural Literacy Learning in Schools) is a three-year research project involving nine countries in and around Europe. In...
The Plymouth Oracy Project was designed to develop theoretical and pedagogical understanding of dialogic talk for learning amongst school staff, with a particul...
This article introduces a free linguistic tool (developed in a collaborative project between University of Birmingham and the University of Nottingham and funde...
What happens when writers and teachers work together in the writing classroom? And what happens when teachers are given opportunities to be writers through work...
Can more arts and creativity in primary schools improve children’s writing? Our research to address this question began at a time when primary schools were faci...
High-quality arts provision has the potential to build self-belief and confidence in young people (Royal Shakespeare Company, Tate and University of Nottingham,...
Schools are important in helping children to successfully engage with culture and cultural institutions, and the Henley Review of Cultural Education in English ...
This article reports on the preliminary findings of a pilot project commissioned by Curious Minds, which linked two performance-based cultural partners (The Hor...
We’ve recently finished analysing 6,000 responses from 14–18-year-old students. As part of a three-year research project, we asked students – through focus grou...
Many schools choose to engage in professional partnerships with artists and arts organisations, whether they be school residencies, individual artists working i...
Teaching and learning approaches that make use of retrieval, interleaving, spacing and visual cues have been found to enhance students’ performance, but are not...
This article is based on an original research article published in Frontiers in Education (Müllensiefen et al., 2015).
Theories of intelligence and academic ...
Since 1997, UK governments have advocated evidence-based practice in English education policy (DfE, n.d.) ; (also see Ball (Ball, 2013) and Whitty (Whitty, 2016...
The manner by which pretend play contributes to children’s cognitive development has gained increasing interest recently. Play provides children with opportun...
Why this? Why now? Why us?
Jerome Bruner, the renowned American psychologist, states that the primary objective of any act of learning, over and beyond the p...
If we accept that knowledge of the brain is of value to teachers, it follows that we need to develop our understanding of how teachers mediate this type of info...
Our CPD packs are designed to support members in further exploring the themes raised in each Impact journal. CPD packs provide guidance and resources to hel...
In recent years, there has been a growing recognition of the need to help young people develop their abilities to use spoken language effectively. Emp...
