Tes Research Series: Volume One

The Tes Research series: volume one - 60 pages of interviews with acclaimed academics - providing you with the information you need to know about:

  • Being a research-informed professional: Dylan William, emeritus professor of educational assessment at UCL Institute of Education, talks about the usefulness of the research that’s out there and how teachers are currently consuming it.

  • How memory works: World-renowned memory researchers Professors Robert and Elizabeth Bjork explain how to match teaching to what we know about how memory works, and why linking learning to a student’s interests and group work is key.

  • Dyslexia: Professor Margaret Snowling, president of St John’s College Oxford, is one of the world’s leading dyslexia researchers. Here, she addresses myths around the condition and warns that education is still missing opportunities to help support students at an earlier stage.

  • Growth Mindset: Carol Dweck, Lewis and Virginia Eaton professor of psychology at Stanford University, is the creator of the highly popular growth mindset theory. Here she embraces the intense scrutiny that the theory has been subjected to and delves headfirst into the questions behind its validity.

  • The use of play in education: Dr Sara Baker is trying to change perceptions of play in the classroom with her work at Cambridge’s Play in Education, Development and Learning (PEDAL) Centre. She conducts research into the use of play in schools and believes that we might have been getting it wrong.

  • How we learn to read: Daniel Willingham, professor of psychology at the University of Virginia and one of the world’s leading experts on research into reading, talks through the three processes children need to get right to become successful readers and why teachers need to overcome the fact that phonics resources tend to be ‘boring’.

  • Autism: Uta Frith is one of the world’s leading experts on autism and emeritus professor of cognitive development at UCL. She began studying autism in 1966 when it was an emerging field of research, and says we’re now a much more autistic-aware society, but that myths and misunderstandings still remain, particularly in schools.

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