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Our growing understanding of the human brain is helping us to build a clearer picture of the science of learning. But what about the science of teaching? Neuroscientists Uta and Chris Frith say that social cognition – the study of how humans relate to each other – can shed some light

Ongoing research suggests that drama and theatre sessions may help primary pupils’ voices be heard during the tricky transition to secondary

Teachers can easily find that their workload becomes overwhelming, especially as winter sets in. Here Bhamika Bhudia shares five small changes that will ease your burden

As research suggesting pollution has a negative effect on our health piles up, Kate Parker looks at whether this extends to learning

With an increasing number of AI-powered feedback generators in development, machine learning looks set to cut teachers’ marking workloads. But how close are we to that reality, and would the sector welcome it? Zofia Niemtus and Kate Parker investigate

There’s plenty to welcome in a recent report produced to guide Labour’s policy on education should they come to power, says Cat Scutt, but there’s also one key omission

Teaching is an unusual job because you rarely get to see the result of your work – how it affects the adult lives of your students, says Alan Gillespie

With popular approaches in teaching, it will always be hard to run a decent trial, warns Christian Bokhove

As large schools become more common, teacher Clare Deal began to wonder if school size could be having a negative effect on pupils’ sense of belonging. So, she set out to examine the evidence

Some have raised concerns about the effect that ‘zero-tolerance’ behaviour approaches have on children’s wellbeing. But are those concerns warranted? Kate Parker looks at the evidence

Betty Hart and Todd Risley’s seminal study on the ‘word gap’ has been criticised over the years – but while their initial research was limited, we can still learn a lot from it, argues Alex Quigley

All teachers ask a lot of questions – but the way they ask them affects their impact in deepening pupils’ knowledge, says Scottish teacher educator Colin McGill