The Tes Research series: volume one - 60 pages of interviews with acclaimed academics - providing you with the information you need to know about: Being a research-informed professional: Dylan William, emeritus professor of educational assessment at UCL Institute of Education, talks about the usefulness of the research that’s out there and how teachers are currently consuming it. - P. 6, published September 2017 How memory works: World-renowned memory researchers Professors Robert and Elizabeth Bjork explain how to match teaching to what we know about how memory works, and why linking learning to a student’s interests and group work is key. - P. 15, published October 2017 Dyslexia: Professor Margaret Snowling, president of St John’s College Oxford, is one of the world’s leading dyslexia researchers. Here, she addresses myths around the condition and warns that education is still missing opportunities to help support students at an earlier stage. - P. 24, published November 2017 Growth Mindset: Carol Dweck, Lewis and Virginia Eaton professor of psychology at Stanford University, is the creator of the highly popular growth mindset theory. Here she embraces the intense scrutiny that the theory has been subjected to and delves headfirst into the questions behind its validity. - P. 30, published October 2017 The use of play in education: Dr Sara Baker is trying to change perceptions of play in the classroom with her work at Cambridge’s Play in Education, Development and Learning (PEDAL) Centre. She conducts research into the use of play in schools and believes that we might have been getting it wrong. - P. 35, published October 2017 How we learn to read: Daniel Willingham, professor of psychology at the University of Virginia and one of the world’s leading experts on research into reading, talks through the three processes children need to get right to become successful readers and why teachers need to overcome the fact that phonics resources tend to be ‘boring’. - P. 42, published September 2017 Autism: Uta Frith is one of the world’s leading experts on autism and emeritus professor of cognitive development at UCL. She began studying autism in 1966 when it was an emerging field of research, and says we’re now a much more autistic-aware society, but that myths and misunderstandings still remain, particularly in schools. - P. 51, published November 2017

The Tes Research series: volume three will provide you with the information you need to know about: Character: All schools strive to instil or develop ‘character’ in their pupils. Professor Angela Duckworth explores whether character can actually be taught, and if so, just how that might be done in schools. - P. 6, published September 2018 Language development support: Developmental Language Disorder (DLD) impacts – on average – two children in every classroom. Professor Courtenay Norbury explains what we know about DLD and offers advice on how to support children who have a DLD diagnosis. - P. 12, published June 2018 Executive function: Executive functioning issues are weaknesses in a set of important mental skills that are key to learning. When kids struggle with executive skills, it impacts them in school and in everyday life. Professor Lucy Cragg explains how executive function skills underpin learning, and so need to be better understood in schools. - P. 19, published September 2018 Teacher talk: Professor Neil Mercer is emeritus professor of education at the University of Cambridge and director of Oracy Cambridge. He is a leading expert on the role of spoken language in the classroom. He discusses the evidence for, and practical strategies to implement, both teacher and pupil talk. - P. 26, published July 2018 EAL interventions: Victoria Murphy is professor of applied linguistics at the University of Oxford. She is an expert in EAL and bilingualism, and has conducted extensive research into both areas. She explains what the research can tell teachers about the best ways of supporting EAL learners. - P. 32, published May 2018 Limits of research: Professor Steve Higgins was one of the creators of the EEF Teaching and Learning Toolkit and is one of the leading education researchers in the UK. He discusses whether we will ever really know exactly what works in education. - P. 38, published April 2018 Direct instruction: Professor Paul Kirschner details what exactly direct instruction is and why the research suggests it is the best approach to teaching. - P. 45, published May 2018

The Tes Research series: volume two will provide you with the information you need to know about: Spotting research myths: Dr Christian Bokhove, lecturer in mathematics education at the University of Southampton and a specialist in research methodologies, identifies some prime examples of where he feels research has been oversimplified or misconstrued by educators. - P. 4, published February 2018 Tackling literacy problems in secondary: Dr Jessie Ricketts, head of the Language and Reading Acquisition research lab at Royal Holloway, University of London, talks about the impact of vocabulary on early reading – and how to tackle literacy problems in secondary. - P. 12, published February 2018 The role of genetics in education: Leading genetics researcher Dr Kathryn Asbury argues that genes are hugely influential in learning and educational outcomes. She talks about Genome-wide Polygenic Scores (GPS) and their potential role in education. - P. 20, published February 2018 How to judge teacher and school effectiveness: Professor Daniel Muijs, Ofsted’s new head of research, discusses his plans for research projects while at Ofsted, the ethics of education research and also the lack of evidence-based approaches to behaviour management. - P. 26, published March 2018 Why you’re probably not making the most of your teaching assistants: Teaching assistants are under-utilised, under-appreciated and have the potential to be a hugely positive influence in schools. That’s according to Rob Webster, one of the country’s leading researchers into the role of TAs. - P. 32, published January 2018 What every teacher needs to know about setting: Professor Becky Francis, director of the UCL Institute of Education, sets out what every teacher needs to know about setting. Under what conditions is it beneficial for students, and what are the most common ways of getting setting wrong? -P. 37, published January 2018 Gender stereotyping in schools – its damaging effects and how to prevent it: Professor Vanita Sundaram thinks schools play a significant role in establishing and propagating gender norms, which can have a very negative impact on both genders. She explains how schools can begin to dismantle these gender stereotypes. - P. 42, published March 2018 Understanding race in education: University of Birmingham academic Kalwant Bhopal believes every teacher needs to take racism seriously and push for a more diverse and representative education system. - P. 47, published March 2018

The Tes Research series: volume five will provide you with the information you need to know about: The limitations of child-led learning, with Professor David Geary: Professor David C Geary explains his theory that children learn through primary and secondary knowledge. Primary knowledge will naturally evolve as long as children are in an environment that permits exploration, play and social interactions. But secondary knowledge requires working memory, attentional control and cognitive load – for children to learn these, the teaching environment has to organise their experiences. - P. 6, February 2019 A joined-up approach to comprehension, with Professor Jane Oakhill: Reading is often taught as a process of decoding words, with understanding of the text coming second. But Professor Jane Oakhill, leading expert on the teaching of comprehension and inference, doesn’t believe this is the right approach. She thinks schools need to teach all elements of reading together. - P. 12, June 2019 Teaching the ‘unteachable’, with Dr Simon Edwards: Dr Simon Edwards has taught across the education spectrum, from mainstream to alternative provision. He is now a researcher working with children deemed too tough even for pupil referral units. Here he explains why there’s no such thing as an “unteachable” child. - P. 20, July 2019 Why counting isn’t as easy as 1, 2, 3, with Professor Daniel Ansari: Professor Daniel Ansari has focused on trying to unpick the origins of number and how we teach children to count. Here, he explains how a child’s development is not linear or universal, and that we have “to be very careful about putting children into certain categories at an early age”. - P. 25, 2019 The pros and cons of peer influence, with Professor Brett Laursen: Why are some children so much more easily influenced than others? Can you influence behaviour norms across an entire school? And can teachers be influenced by their pupils? Professor Brett Laursen discusses what the research says about the various ways peer influence plays out in schools. - P. 33, September 2019 Minding the gap in primary mental health, with Dr Wendy Sims-Schouten: Although understanding of mental health problems in young people, and what to do about them, is growing in secondary schools, primary teachers still lack the training and tools to identify the earliest warning signs of common childhood disorders, says Dr Wendy Sims-Schouten. She explains why primary teachers need more support. - P. 39, July 2018 How premature birth can affect learning, with Professor Samantha Johnson: We know much more than we once did about the potential impact of preterm birth on a child’s education. Professor Samantha Johnson explains how children born prematurely may be missing out on vital support owing to schools’ lack of knowledge about the challenges they might face. - P. 46, June 2019