ÌÇÐÄVlog

As new research reveals the three things most important to Year 7s when they move from primary to secondary school, two experts share advice on how schools can meet those needs

From which teachers to assign to classes to knowing when to move a teacher into a different key stage, Thomas Martell digs into the research around timetables

As teachers become disillusioned with graded lesson observations, schools are looking to introduce different approaches. Two leaders explain what works for them

It may seem like a shortcut to better teaching – but does centralising curriculum resources actually reduce staff workload and improve lesson quality? Kate Parker finds out

Teacher development is now at the centre of government policy - but there’s still a long way to go to ensure that every teacher has access to quality CPD opportunities, says David Weston

Research shows that effective teaching looks different in different subjects – but drawing firm conclusions is still a minefield, finds Christian Bokhove

It’s more important than ever that both teachers and students have the opportunity to learn and foster skills through global networks and connections, Professor Rupert Wegerif tells ÌÇÐÄVlog

When we talk about English and literacy, there is a tendency to refer to them as being the same thing, says Megan Dixon – but teachers deserve to know exactly what it is they are teaching

In the science classroom, students need to have the opportunity to make real-life scientific discoveries, stresses Jo Foster from the Institute for Research in Schools, who shares advice for embedding citizen science in your school

We all know that teacher talk is powerful, but research suggests there are some common phrases that ‘nudge’ pupils in the wrong direction, says Mark Roberts

Research evidence can steer effective classroom practice, but too often, teachers simply don’t have the time to engage with it, says Alex Quigley, as he sets out what needs to change

Teachers with big social media followings have been credited as the driving force behind the rise of research-informed practice. But what are the broader implications of their influence? A new study aims to find out, John Morgan learns