In 2018, we introduced Impact readers to our initial work designing and implementing a knowledge-rich curriculum at Cottenham Primary School (CPS) (Dennis and K...
A wide variation in children’s mathematics skills is observable from the earliest stages of mathematics instruction (Aubrey et al., 2006). Not only do children ...
It has long been recognised that feedback has a very valuable role to play in overall pupil progress and achievement (Hattie and Clark, 2018; Hattie, 1999). How...
The cognitive revolution and the increased focus on evidence-based practice that has swept through the teaching profession in recent years has undoubtedly broug...
Hembree’s (1988) large and heavily cited meta-analysis of 562 studies about test anxiety found that test anxiety affects girls more than boys and can start at t...
Conflict of interest statement: This study was carried out by Sumdog, a company providing free and paid versions of their software to schools.
The study desi...
This study reports on a national, government-funded teacher professional development project in England under the title ‘Teaching for Neurodiversity’. The aim w...
Many students find the transition to A-level study challenging. In our most recent cohort of chemistry students, those with low prior attainment made less progr...
There is now a good deal of evidence that developing self-regulated learning (SRL) and metacognition has a positive impact on student attainment, motivation and...
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...
