Book review: Enriching your teaching
Karen Vincent explores this essential comprehensive guide, edited by Andrew and Amy Pollard, to teaching through reflective practice.
Book review: The power of reading and reflecting
Vanessa Young shares her delight in this accessible book, edited by Andrew Pollard, which provides key readings to help teachers reflect on their practice.
Evidence-informed teaching: what’s in a name?
What is value of teachers researching their own practice and how does this sit alongside externally produced evidence upon teaching? Julie Nelson explores this debate and argues that both play a crucial and complementary part in an evidenced informed profession.
How to… raise achievement for all through wider provision
Sonia Blandford and Catherine Knowles explain how the provision of extra-curricular activities can support the participation and enjoyment of pupils in all aspects of school life and how this contributes to raising achievement.
How to… raise achievement for all through parental engagement
The association between parental support of children’s education and their academic achievement is widely supported by research. Sonia Blandford and Catherine Knowles explore how to maximise the benefits of parental engagement to raise student attainment.
How to… raise achievement for all through high quality teaching and learning
Sonia Blandford and Catherine Knowles give guidance on raising achievement through high quality teaching and learning, and what this means for the school, teachers and pupils.
How to… raise achievement for all through school leadership
Sonia Blandford and Catherine Knowles look at how inclusive leadership can develop a culture of high expectation across the school.
How to… raise achievement for all
Introduction to this issue's 'How to' guide, in which Sonia Blandford and Catherine Knowles will explore how schools and their staff can raise achievement for all through a concerted focus on inclusion. (Open access)
The “Cinderella” of professional development – preparation for A level English teaching
Diane McDermott argues that teachers of A level English are poorly prepared. She suggests that further professional development guidance at A level would also develop pace, challenge and thinking skills in other aspects of the English curriculum.
Project-based and enquiry-based learning – the professional development challenge
David Leat, Ulrike Thomas and Rachel Lofthouse argue for a more creative perspective on achievement, based on problem and enquiry based approaches to children’s learning and the professional development which enables this.