• Why every school needs to learn how to handle ‘conduct disorder’

    Schools have ineffective behaviour management strategies because they want a “quick fix” to a common disorder but don’t understand the neurology behind it. Some teachers don’t know how to manage “conduct disorder” – a mental condition which causes disruptive and sometimes violent behaviour in pupils – because they don’t know how to identify and respond

    7.00 Jun. 15th, 2018 | News

  • EEF: Teacher research engagement strategies are ineffective

    Teachers need “structured and intensive support” to engage with new research if outcomes are to improve, according to new findings from the Education Endowment Foundation. Three randomised controlled trials, funded and published by the EEF, found that passive methods currently used to educate teachers about research are not leading to changes in classroom practice or

    0.02 Dec. 1st, 2017 | News

  • Education policy must be grounded in evidence

    With a more solid understanding of research, we will be better prepared to challenge poorly-evidenced policy proposals, says Alison Peacock Last week, I was invited to join a police chief constable and presidents of a range of royal medical colleges to sign an evidence declaration. This declaration commits us to promoting evidence-informed pedagogy and leadership.

    5.00 Nov. 19th, 2017 | Opinion

  • Literacy strongest predictor of science grades

    A new report on socioeconomic status (SES) and science learning has found literacy is “the strongest and most consistent predictor of pupils’ scientific attainment”. Reading and writing skills are particularly important for helping pupils to understand scientific vocabulary and prepare their own scientific reports, according to the research from the University of Oxford. The Education

    0.01 Sep. 22nd, 2017 | News