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Research and evidence-led teaching: From consumers to creators

Following up their previous article on how to interpret educational research, Dr Fiona Aubrey Smith and Prof Peter Twining urge teachers to shift from being consumers of research to co-creating and sharing their own knowledge and experiences…

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Embedding CPD and action research using the Early Career Framework

The Britannia Teaching School Alliance has been using the Early Career Framework to help embed action research as part of its CPD programme for NQTs and RQTs. John Collier explains

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CPD: Books on the balcony...

School leaders can find inspiration and solutions if they build reading for professional development into their schedules, says Yvonne Gandy

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Observing vulnerable students during lessons

For teachers with challenging or vulnerable students in their lessons, observations can become all the more stressful. Daniel Sobel looks at how we must observe the pupils in question and not the teachers...

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What is going on for our learners? How do we know? Why does it matter?

The innovative Spirals of Enquiry model is an action research technique that can give us great insight into our pupils' attitudes and learning. Killian Moyles shares the experience of staff and children at Mayfield Primary School

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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

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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

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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

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CPD: Is it making a difference in your school?

What are the key questions that you should be asking yourself when it comes to designing and evaluating CPD with measurable impact? Maria Cunningham advises

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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

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Evidence-based resources: Do they make a difference?

Many teachers find it hard to engage with and act on research evidence, even when they know it can help them to improve teaching practice and student outcomes. Dorothy Lepkowska explains

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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

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Lesson Study: Five steps to success in the primary setting

Lesson Study, a collaborative, pupil-focused approach to CPD, is gaining popularity in the UK. Maria Cunningham discusses how to implement Lesson Study effectively in a primary school setting

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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

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Action research: The Centre for Inspiring Minds

The teacher-led research work at ACS International Schools is supported by their very own Centre for Inspiring Minds. Dorothy Lepkowska finds out more

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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

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Action research: Transformational CPD

CPD, action research and family engagement have been key to transforming the fortunes of Tuxford Primary Academy. Dorothy Lepkowska explains more

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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

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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

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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

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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

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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

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Boosting confidence, communication and learning skills

Staff at Paget Primary School have carried out a range of enquiry and research-led investigations to help boost their pupils' confidence, communication and learning skills. Dorothy Lepkowska explains

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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

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Describing the role of a research co-ordinator

What does being a research co-ordinator actually look like? We speak to Alex Wright to find out about his experiences when he took on this role at Latchmere Primary, a Teaching School

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