General

Everyone agrees that we have to teach young people to spot fake news – a need highlighted recently by the deluge of misinformation about the pandemic. But how teachers should go about doing this is hotly debated. Some believe critical-thinking skills are the answer, while others say subject knowledge is the key. Holly Korbey finds that neither approach is likely to do the job on its own, and proposes a third way...

When you ask for feedback, you have to be ready to take the rough with the smooth. Here are three things to remember when faced with unfavourable responses from your staff

Over the past 25 years, breaktimes have shrunk by over an hour for some children. But what effect does this have on their wellbeing and learning? Gemma Corby talks to an expert to find out

Workplace norms are changing. So how can schools’ employment practices change with them? John Tomsett explains how he’s making it work

Find out why the ‘shadow timetable’ could light the way to more efficient learning

As the government considers extending the school day, we put this article by Jared Cooney Horvath in front of the paywall to demonstrate it is a lot more complex than ministers may believe...

Three teachers from around the globe explain how their school days and years are structured

Personalised learning has been at the forefront of educational discussions for years, piquing the interest of billionaires Mark Zuckerberg and Bill Gates, among others. But can it work in practice? One researcher lays out his thoughts

When schools return, what can mainstream educators do to improve provision for students with SEND?

The flow of the school year and the school holidays are familiar to us all. But could – or should – we rethink the way we structure the basic building blocks of education?

Boredom has a bad reputation and most of us will go to great lengths to avoid it. But this little-researched emotion is less straightforward than it seems and can in fact serve an important function in education, finds Carly Page

Academics’ complaints that their theories have been ‘misinterpreted’ fail to recognise the crucial role teachers must play in putting them to the test, says Jared Cooney Horvath