General

Researchers at the University of Lancaster are investigating the role of ‘wonder’ in education. Here’s what they have learned so far

The idea that ‘desirable difficulties’ support learning is widespread, but, as Alex Quigley finds, it’s a theory that’s vulnerable to lethal mutations

Following the pandemic, the gap between disadvantaged children and their more affluent peers is wider than ever. But there are ways to level the playing field, says author and advocate Jean Gross

Research shows that the non-autistic brothers and sisters of children with autism can face specific challenges at school, and teachers need to be alert to these, says Kelle Salle

Intelligence might seem like an innate quality that underpins academic ability, but, as Jared Cooney Horvath finds out, there’s really no such a thing as a ‘brainy’ child

Even though artificial-intelligence systems such as ChatGPT will be able to do many tasks in education, human moderation will be essential, says this teacher

Only a tiny proportion of the world’s children could afford to attend Institut auf dem Rosenberg, so what sort of advantages can they expect for their families’ huge outlay? Henry Hepburn travelled to Switzerland to find out

With new research showing the value that modelling can have in professional development, Sam Sims argues that it should be included in all teacher training programmes

With research showing that up to 69 per cent of Sendcos plan to leave within five years, two experts share their advice on the steps schools can take to keep hold of these key members of staff

New Scottish guidance to help teachers build links between numeracy and the arts has proven extremely popular

As one of the architects of the 2014 national curriculum, Tim Oates helped drive the knowledge-rich education movement. Almost 10 years on from the curriculum reforms, have his views about knowledge changed? George Duoblys spoke to him to find out

Giving praise comes naturally to teachers, but it limits progress, says behaviour specialist Bill Rogers as he explains how to use descriptive feedback instead