Cognitive Load Theory: How Much Is Too Much?
Are we swamping learners with information in ways they are unable to process? Simon Richter considers what Cognitive Load Theory has to offer and what this means for classroom practice and the professional development of teachers.
How To Remove Barriers To Learning For SEN Children – Lessons From Lockdown
In the first of two articles, Alison Ekins draws from the detailed perceptions of parents and students with SEN in lockdown to identify and better understand barriers to learning.
Making Research Usable For Teachers
Is research out of touch with the very people who need to use its insights – teachers? Karen Wespieser argues for a more authentic connection between researchers and the classroom
How Our Primary Established A Meaningful Culture of Research
Lindsay Palmer recounts how research engagement became the foundation of professional growth both within her own school and its Multi Academy Trust