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...
Jonathan Firth, Teaching Fellow, University of Strathclyde, UK
Jennifer Zike, PhD Student in Education, University of Strathclyde, UK
Myths and misconceptions...
JAMES MANNION, BESPOKE PROGRAMMES LEADER, UCL INSTITUTE OF EDUCATION, UK; DIRECTOR, RETHINKING EDUCATION, UK; ASSOCIATE, ORACY CAMBRIDGE, UK
NEIL MERCER, EMERI...
Verity Downing, Master of Education (MEd Open), Independent Academic, UK
The importance of the Early Years Foundation Stage (EYFS) cannot be underestimated. Th...
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 ...
David C Berliner, Regents’ Professor of Education Emeritus, Arizona State University, USA
For many teachers, research in education has a bad name. There are at...
Lewis A Baker, Faculty of Engineering and Physical Sciences, University of Surrey, UK
Learning styles pervade common nomenclature in schools and are found in m...
James Rogers, Research and CPD Lead, Teaching School Council SW, UK
Teaching should be a research- and evidence-informed profession, rather than a research- or...
Andrew Davis, Honorary Research Fellow, School of Education, Durham University, UK
Here are a few basic questions to ask when seeking to make teaching more res...
Graham Handscomb, Honorary Professor, University College London, UK
Lofty ambition and dashed hopes?
Teachers generally give warm welcome to the notion of us...
Ed Cope and Chris Cushion, School of Sport, Health and Exercise Sciences, Loughborough University, UK
As Lyle and Cushion (2017) argue, sport coaching is a ‘hy...
Retaining more teachers is crucial for the education system, particularly at a time when there are not enough teachers coming into the profession to meet the gr...
It is widely acknowledged that improving the quality of teaching and leadership are two of the key levers for improving educational outcomes (Hattie, 2003; Leit...
In common with many other parts of the world, England is facing increasing challenge in attracting new teachers to the profession. According to the government’s...
The Department for Education (DfE) has taken steps over recent years to emphasise the importance of addressing excessive teacher workload, in order to reduce th...
Wellbeing has many intangible, perhaps ‘fluffy’ connotations, yet it encompasses what we are all trying to achieve, as people and teachers: to be well, to feel ...
Teachers acquire new skills in a number of ways: through experience, through working with other high-quality teachers and through participating in effective pro...
Since the end of the 19th century, journal clubs have been used in medicine as a social way to read and discuss new research. By the 1980s, many medical trainin...
In a climate where teachers’ response to traditional continuous professional development (CPD) and feedback from formal observations is often ‘passive’ (Daniels...
