Action research

New year, new roles, new networks

As the new year begins, the importance of having supportive professional networks around you is clear. Fiona Aubrey-Smith gives us some suggestions


How are schools using evidence-based strategies?

Do you go by intuition, by what your neighbouring school does or what you’ve always done? Or, do you use the Education Endowment Foundation’s Teaching and Learning Toolkit to guide your decisions? Recent research has outlined what schools are using and why. Suzanne O’Connell reports


The links between teacher wellbeing and CPD

Does your school’s CPD provision help or hinder teacher wellbeing? Megan Williamson considers the links between effective CPD and teacher wellbeing and offers some practical advice



Every teacher a researcher

Research in education is becoming ever more vital to raising outcomes. Fiona Aubrey-Smith argues why every teacher should be a researcher and advises on how this can be achieved



How after-school coding clubs can benefit pupils

In an increasingly digital world, Suzanne Straw looks at research findings showing to what extent after-school coding clubs can support young people to develop skills and further their interest in coding



Early learning and child wellbeing research

The National Foundation for Educational Research (NFER) is piloting the OECD’s new study of early learning and wellbeing in England later this autumn term. Caroline Sharp explains what the study is about and what it will mean for schools



The emerging role of executive headteachers

What is an executive headteacher? Karen Wespieser looks at the role and skills of the growing number of executive headteachers and outlines the strategic purpose of this emerging role



The Research Mark journey

Headteacher Update is a supporter of the NFER’s Research Mark accreditation. Here, Dorothy Lepkowska looks at how this initiative and other resources from the NFER can help schools on their research journey


Case study: Research in practice

Headteacher Update is a supporter of the Research Mark accreditation. Dorothy Lepkowska reports from Eglinton Primary about how research is defining their practice


Research and evidence in the classroom

The number of schools embracing teacher-led, action research is growing. Gareth Mills explores why there is a growing enthusiasm from teachers for an evidence-informed education system and looks at some examples from schools already adopting this approach


Embedding classroom research

Headteacher Update is a supporter of the NFER’s Research Mark accreditation. Dorothy Lepkowska looks at how classroom research helped one school to bounce back from a poor Ofsted result


Research Mark: Supporting the research journey

Headteacher Update supports the principle of schools engaging with research to inform their initiatives, which is why we support the NFER Research Mark. Ed Cuffe-Adams speaks to two schools at different stages on their research journey



What is your research goal?

When it comes to deciding what research evidence to use in the classroom, what really matters is the goal of the research not who produces it, argues Dr Julie Nelson



Making their mark

The badge of ‘research-engaged school’ is appealing recognition for a school’s achievements in research, but what does it mean in practice? Caroline Fisher looks one school’s evidence for the NFER Research Mark.



SEN and action research

It takes a special kind of insight to meet some pupils’ unique and complex needs. Sarah Fleming reports on one school that has boosted their expertise through action research.



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