Authors

Knowledge underpins the English approach to education, and the government believes it to be central to its levelling-up agenda. But do we actually know what a knowledge-rich curriculum is, and if it ‘works’? John Morgan investigates

The introduction of the new Reception baseline assessment sparked a debate about the nature of testing at the early years foundation stage. In January this year, ahead of the RBA becoming statutory in September, John Morgan found out about how to get the measure of young children’s abilities

The historic underfunding of schools and the extra costs they have faced during Covid have brought us to crisis point, with a quarter of schools predicting a budget deficit this year. But what happens if your school goes into the red? What options do you have to keep the gates open? John Morgan investigates

‘Neuromyths’ – commonly held misconceptions about the brain that have been debunked by research – pose a threat to SEND support in schools, warn the researchers behind a major new study. So, what are these stubborn beliefs that persist within our education system? And what’s the secret to crushing them once and for all, asks John Morgan

While teachers increasingly appreciate the importance of getting students to ‘think about thinking’ – and how to plan, monitor and evaluate their learning – children’s metacognitive skills are notoriously difficult to assess. But new research could change all that, finds John Morgan

After the rapid rise of cognitive science in recent years, you’d be hard-pushed to find a teacher who hasn’t yet bought into its evidence about the brain processes involved in learning. But now, a warning has been issued about educators applying ‘lethal mutations’ of the research in classrooms. So, could the cognitive science bandwagon be grinding to a halt, asks John Morgan