Research

What does it mean to be popular? And how does it influence young people’s behaviour and learning? Researcher Brett Laursen shares his findings

The renowned researcher’s 10 principles of instruction have come to be seen as the definitive framework for ‘good teaching’, but their context and evidence base are poorly understood, argues Jessica Powell

Undertaking research as a teacher can seem like too much on top of the day job, says Anna Robb, yet it has been deemed a key part of the role in Scotland

What is dialogic teaching and how do you do it effectively? One primary head shares the key principles of this approach

In response to research highlighting school leaders’ concerns about inspection, Estyn points to feedback showing that it is viewed ‘positively’ by heads

Teachers say students find exams more stressful now and often lack key knowledge and skills – and staff also raise concerns about attendance

Cognitive psychology should be at the heart of what schools do when teaching both knowledge and skills, world-renowned psychologist John Dunlosky tells Simon Lock

More than 30,000 students in one year group had experienced an ‘unexplained’ transfer between secondary schools, research shows

Professional groups can have a real impact on both members and the staff they represent – but they need to adhere to some key ideas to yield real outcomes, says this trust finance chief

Professor Daniel Willingham’s ideas have helped drive English education’s embrace of cognitive science, but how well does he believe those ideas are being put into practice? Jon Severs finds out

The great tech fightback in schools is well underway, but Holly Korbey finds that technology’s true impact on education is more nuanced

Explicit instruction is not a one-sided process but a complex social interaction requiring mutual adaptation from teacher and learner, explain neuroscientists Chris Frith and Uta Frith