General

All teachers ask a lot of questions – but the way they ask them affects their impact in deepening pupils’ knowledge, says Scottish teacher educator Colin McGill

Reading ages are a popular method for determining reading ability, but they can be problematic, says Professor Jessie Ricketts

Research suggests that to make the most of our working memory, our brains need time to wander as well as to focus on a task, says science writer Surendra Verma

Developmental psychologist Howard Gardner sets the record straight on learning styles, and tells Tes about his new theory – synthesising mind – and how it applies to the classroom

Blind faith in studies on some key education trends will get you nowhere, but so will ignoring them. Finding the sweet spot of understanding and teacher autonomy should pay dividends. Here, Michael Hobbiss tells you how to achieve that balance

New research from the US has examined the benefits of ‘teacher looping’ – here, academic Matthew Kraft explains the findings and implications for the classroom

Teaching assistant retention is in crisis, says Margaret Mulholland. So, what can schools do to tackle it?

Survey data shows us that the majority of the British public believe that learning a language sharpens the mind and improves memory. But is that belief supported by research? Kate Parker takes a look at the evidence

Examining the language that he uses with pupils has helped English teacher Mark Roberts to get a handle on behaviour management. Here, he explains how

As education research filters down into classroom practice, there are four key questions every leader and teacher needs to ask when looking at a new ‘evidence-based’ approach, says Becky Francis

We know how damaging low-level disruption can be in the classroom – and yet there’s little support available in education policy for teachers when it comes to tackling it. It’s not an easy problem to fix, finds Kate Parker, as she speaks to the experts about the impact, causes and solutions

New research looks at how differences in textbooks might affect pupils’ performance in maths, but we should be wary of reading too much into it, says Christian Bokhove