One thing that a huge number of teachers want and need the most isn’t actually available to them.
Unfortunately, time is a precious commodity that comes and goes all too quickly. Without sufficient time, many teachers struggle to fulfil all aspects of the role to the best of their ability.
In order to help schools, colleges and education leaders prepare for teaching in the coming months, the OECD and the Global Education Innovation Initiative at Harvard University have collaborated on a new paper.
Schooling disrupted, schooling rethought – How the COVID-19 pandemic is changing education has collected data and analysed information on the education conditions faced in 59 countries.
There is a good chance you have heard the buzzwords ‘metacognition’ and ‘cognitive sciences’ banded around education circles over the past few years.
But how can teachers use them to their advantage and tangibly help students become more aware of their learning for better outcomes?
In the book How We Teach Now (2017), Carole L. Yue of Covenant College provides several valuable insights to teachers on improving learning metacognition and self-regulation.
The closure of schools during the coronavirus pandemic poses a significant threat to the ‘educational development of a generation of children’. That is the opinion of Francis Green, Professor of Work and Education Economics, UCL Institute of Education.
In a recent research paper, Green looks at whether schoolwork assigned during lockdown has resulted in educational poverty for students.
With schools now starting to open following the COVID-19 lockdown, many leaders and teachers will be wondering how well students transition to the classroom again.
But because a great deal of time will be spent on health and safety rather than learning content, how can schools ensure that students are getting a worthwhile experience?
According to new research by Cambridge University, a lack of time and resources may in fact be a blessing in disguise.
Knowing what makes a good teacher is a lot different to actually being one. So with this in mind, research organisation Evidence Based Education partnered with Cambridge International to produce the Great Teaching Toolkit: Evidence Review.
Contained within is a four-dimensional model that aims to help teachers identify the areas they can work on in their own professional development that will have the most impact on their learners’ outcomes.
The current coronavirus pandemic has meant working remotely is the new norm for many. But does that mean we must simply accept that online criticism is standard practice too?
In a new paper – Harmful Comments on Social Media – published by the University of York (Law), author Kathryn Chick explains why social media has become a breeding ground for malicious, abusive, and offensive communications.
In light of COVID-19, schools and teachers face a number of obstacles to overcome, from maintaining pupil morale to delivering content effectively.
But one of the biggest challenges is supporting students with special educational needs and disabilities (SEND) in order to reduce the disadvantage gap in young people.
Each and every teacher is bound to have their own heartbreaking or heartwarming experience of working with vulnerable children. But how can education professionals ensure stories of success in the future?
According to a new meta-analysis of empirical research published by Wisniewski, Zierer and Hattie (2020), feedback cannot be understood as a single consistent form of treatment. In fact, the impact of feedback is significantly influenced by the information and content being conveyed.
Also, somewhat surprisingly, feedback has a bigger effect on cognitive and motor skills outcomes than on motivational and behavioural outcomes.
In order to help schools better support teaching pupils remotely, the Education Endowment Foundation (EEF) has provided some much-needed resources designed for education leaders.
One rapid evidence assessment in particular examines existing research from 60 systematic reviews and meta-analyses for approaches that schools could use, or are already using, during the COVID-19 pandemic.
