RESEARCH IN BRIEF
Research in brief
We put together regular information to promote and encourage research and development in schools. The research in brief documents are one-page summaries of research journals that gives you the main points and arguments from the full document, giving you information to be able to implement changes in your practice, or to spark your interest to access the full document.
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How to support and guide student teachers in your school in the most effective way.
In the past, teachers have tended to be reactive to poor behaviour as opposed to proactive. Proactive strategies have shown positive impacts on classroom behaviour, engagement and teacher job satisfaction. Read the summary to find out how you could be more proactive in your classroom.
As teachers we hope to prepare students for their adult lives. In such a changing society, being able to self-regulate their own learning is imperative to student’s success after school. How can we develop our students to become self-regulated learners?
Often, students are revising using strategies that have been shown to be ineffective. There are many techniques that teachers can easily implement in their lessons to ensure pupils are learning and remembering concepts. Read the summary to find out what you can do in your lessons to ensure students are revising effectively.
Flipped learning has been shown to improve attendance and attainments of students. How can you use this in your classroom with students? Read the summary to find out!
Research has shown that white working class students, in particular boys, are one of the biggest groups of under-achievers nationally. How can we help these students to cross barriers that they may face and raise their achievements?
Mindfulness has been shown to be effective at improving wellbeing and therefore outcomes, of both adults and children. How can you implement this in your teaching and life in order to see the benefits?
Homework has been shown to have a positive impact on progress, but the way that it is set is important in determining how much of an impact it has.
Using a variety of strategies to help your students become self-motivated and raise their attainment.
Non-cognitive skills are thought to be as important as, or even more important than, cognitive skills in academic and employment outcomes. How can we use these in our lessons to motivate students and promote success?
Research has shown facilitative teaching may not be the most effective way to develop students’ learning. Instructional teaching could be the way forward in developing better understanding.
Testing to assess or testing to learn? Studying followed by testing was more effective on long term retention than repeated studying, demonstrating the wider benefits of assessment.
Making feedback effective to the whole class.
Exploring the educational experiences of looked-after children.
What accounts for discrepancies in teachers’ attitudes towards evidence use and actual instances of evidence use in schools?
Most educators believe that pupils from disadvantaged backgrounds or attending a more disadvantaged school are less likely to do well, what this study tells us, however, is that ‘the effects of absence on achievement appear to be larger for students attending more advantaged schools, and students with higher levels of prior attainment.
The Chartered College aims to become an independent voice for the teaching profession. Membership is only £45 a year and is free for trainee teachers, but what does that money get you and what are their plans for the future?
A mixture of tried and tested, and ‘cringey’ new ways to help your students get the most out of their revision time.
Ensure that the time and effort put into interventions makes them as successful for each student/ pupil as possible with evidence based advice.
How using SOLO taxonomy as a guide at the beginning stages of planning a lesson or scheme of work then adapting as the learners, and specification, can help with effective planning.
Ways to make mathematics lessons more inquiry based and creative using different planning and assessment techniques.
Dispelling educational myths including smaller class sizes and giving all pupils a VAK style
Asking TAs to do these task is ineffective and does not improve the quality of the learning your pupils are receiving: Leave!; Photocopying; Provide equipment; Sit with the naughty children; Hand out books and paper; Escort pupils to behaviour.
Girls who are below average significantly benefit from contact with more able female peers.
White, FSM-eligible boys in the lower ability range are effected by the views/attitudes of their peers.