ÌÇÐÄVlog

Developmental psychologist Howard Gardner sets the record straight on learning styles, and tells ÌÇÐÄVlog about his new theory – synthesising mind – and how it applies to the classroom

Blind faith in studies on some key education trends will get you nowhere, but so will ignoring them. Finding the sweet spot of understanding and teacher autonomy should pay dividends. Here, Michael Hobbiss tells you how to achieve that balance

New research from the US has examined the benefits of ‘teacher looping’ – here, academic Matthew Kraft explains the findings and implications for the classroom

Survey data shows us that the majority of the British public believe that learning a language sharpens the mind and improves memory. But is that belief supported by research? Kate Parker takes a look at the evidence

As education research filters down into classroom practice, there are four key questions every leader and teacher needs to ask when looking at a new ‘evidence-based’ approach, says Becky Francis

New research looks at how differences in textbooks might affect pupils’ performance in maths, but we should be wary of reading too much into it, says Christian Bokhove

Animal-assisted interventions have grown in popularity in recent years, but do they really work? New research adds to the evidence base

Michael Young’s work on powerful knowledge has made him one of the most high-profile educational theorists working today. George Duoblys sat down with Professor Young to find out more about his ideas and address some of the misconceptions that have sprung up around them

Policing non-standard English when pupils talk might seem to be a good way to standardise how they write, but the practice could do more harm than good, researchers suggest

The evidence for dual coding is mixed, but if you do want to introduce it in your classroom, what are the best ways to make the most of it? Dr Kirstin Mulholland shares her advice

Children who struggle with behavioural control may be more sensitive to noisy environments, new research shows. So, what can teachers do to help them? Kate Parker finds out

When students stall rather than getting on with a task, it may be because they lack the strategies needed to approach their work, says languages teacher Sadie Thompson, who offers some suggestions for how to help