ÌÇÐÄVlog

Fewer children in England report that they enjoy reading, but what can be done to reverse the trend? Zofia Niemtus speaks to researcher Teresa Cremin to find out

ÌÇÐÄVlog explores flipped-learning teaching and how teachers can encourage pupils to take responsibility for their own learning

Teachers must give children the language to talk about their emotions as a first step in managing feelings in a helpful way, says educational psychologist Cathleen Halligan

ÌÇÐÄVlog explores the work of 20th-century developmental psychologist Lev Vygotsky, who emphasised the importance of social interaction in a child’s development

Evidence-informed practice is a priority in schools, but applying researchers’ findings properly requires careful thought, says Megan Dixon

ÌÇÐÄVlog explores the basics of Socratic questioning and how it can be used by teachers in classrooms today

As more schools in the US move to four-day weeks in a bid to save money and boost recruitment and retention, Irena Barker looks at how the model is working – and whether it could make sense in the UK

Education researcher Samuel Sims has crunched the numbers and found a simple solution to give the profession back an enormous amount of much-needed time

ÌÇÐÄVlog looks at the Swiss psychologist’s work on cognitive development that has had a huge impact on teaching practice

The science of learning has become embroiled in an ideological argument that has little to do with the reality of what it can and cannot do for teaching, argues Jared Cooney Horvath

ÌÇÐÄVlog looks into the origins of formative assessment and how it is used in classrooms

Rather than trying to be liked and accepted, teachers need to call every student to account, and craft their language to lead for better behaviour, says Bill Rogers