10 interviews to boost your teaching

10 interviews to boost your teaching will provide you with the information you need to know about:

Child-led learning: David C Geary, curators professor in the Department of Psychological Sciences at the University of Missouri explains his theory of primary and secondary knowledge and how it affects the way you should teach. Pg 3, published April 2020

Revision: John Dunlosky, professor of psychology and the director of experimental training at Kent State University, shares his insight into what the research says works – and what doesn’t – when it comes to revision. Pg 6, published February 2019

Early intervention: Dorothy Bishop, professor of developmental neuropsychology at the University of Oxford, says that how we teach and assess young pupils runs contrary to developmental psychology research. Pg 9, published February 2020

Project-based learning: Pam Grossman, dean of the Graduate School of Education at the University of Pennsylvania, thinks that many teachers have the wrong impression about project-based learning, and explains how to do it well. Pg 12, published September 2019

Teenage brain: Sarah-Jayne Blackmore, a professor at the Institute of Cognitive Neuroscience at University College London, explores cognitive neuroscience research into the teenage brain – and the impact on teaching and learning. Pg 15, published April 2020

Peer influence: Brett Laursen, professor of psychology at Florida Atlantic University, US, discusses just how complex peer influence can be in schools, and the challenge of influencing behaviour norms across a school. Pg 18, published September 2019

Research myths: Christian Bokhove, associate professor at University of Southampton, shares how to be an effective consumer of education research and why beliefs around theories of teaching can be over-simplifications. Pg 21, published January 2018

Trauma: Essi Viding, professor of Developmental Psychopathology and Eamon McCrory, professor of developmental neuroscience and psychopathology, both at the University College London, explain how traumatic events impact behaviour. Pg 24, published April 2020

Research in the classroom: Steve Higgins, professor of education at Durham University, says that translating research into the ‘messy’ world of the classroom is very complicated. Pg 27, September 2018

Executive function: Lucy Cragg, associate professor at University of Nottingham, explains what executive function, otherwise known as cognitive control, is and why it’s crucial to teaching and learning. Pg 30, Published July 2018