ÌÇÐÄVlog

Emotions such as joy, anger and boredom have a bigger effect on academic performance than many people realise, explains leading researcher Reinhard Pekrun

It’s common to ask pupils what they think about their teaching and life in school, but leaders aren’t always making the most of this information, writes Mark Enser

Interventions are costly, so how can school leaders make sure that they are worth the investment? Zoe Enser gives an overview of best practice

As the sector moves on from performance-related pay, schools need performance management systems that focus more on meaningful professional growth than on compliance and control 

Estonia is one of Pisa’s biggest success stories, but what’s behind the country’s impressive results? Henry Hepburn finds out in an exclusive interview with education minister Kristina Kallas

Reframing the narrative around maths is essential to helping overcome pupils’ fears about the subject, say these two teachers

It’s no use schools having ‘high expectations’ if leaders don’t take the time to define what they look like, or make sure everyone upholds them, writes Jarlath O’Brien

Teachers are crying out for stronger subject-specific CPD, says Mark Enser – and this is how schools can give it to them

Teaching assistants need to promote independence, not dependence, writes Alex Quigley – and consistent use of scaffolding strategies is the key

Over the past decade, teaching has been pushed towards a prescriptive model that reduces intellectual curiosity and overlooks essential classroom engagement, argues Sam Gibbs

Teaching interview panels are increasingly asking candidates about the research they’ve been influenced by. Mark Enser helps you to plan your answer

It’s a familiar debate: can those non-academic life competencies actually be taught? A new study has re-examined the evidence, writes Christian Bokhove