Teacher development research

Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning.

Over the past two years, we have conducted the first two stages of a research project looking at the effectiveness of an education assessment centre and its ability to predict teacher effectiveness. Following our first report published in 2020, we have now published an update report for 2021, which accounts for the additional data we have gathered on our Future Teaching Scholars’ later classroom performance.

This study investigates the notion of ‘inspiring’ teaching. It arose from headteachers’ suggestions that schools nominate a number of ‘inspiring’ teachers so that their practice could be studied and the results shared across the participating schools.

This report contains the findings from an enquiry that looked at 36 ‘inspiring’ teachers nominated for the project by headteachers and principals of CfBT Schools Trust schools and academies.

As the debate about the nature and generation of education evidence becomes centre stage globally this report leads the way. Twelve teacher-led randomised controlled trials and other styles of experimental research demonstrate the potential of serving teachers to carry out research that applies scientific method with rigour. The teachers planned, conducted, analysed and wrote up their research, which they have presented in a conference poster format.

This is the first in a series of three reports that collectively provide a commentary on research awareness and research use within schools in England.

Language Trends Wales 2015/16 is the second in a series of annual reports on foreign language teaching in Welsh schools.

This review addresses the characteristics of effective teachers, tackles the problems in recruiting and securing the best candidates to teaching roles and identifies best practice in not only recruiting, but also deploying and retaining teachers.

This handbook serves as a resource for CPD policy makers, organisers and leaders who wish to develop programmes of learning that are effective, challenging and relevant to teachers of varying levels of experience.

This report is based on collaborative research with thirteen schools in four regions of England.

The proposition explores whether our teachers are disadvantaged by inadequate and reductionist routes to Qualified Teacher Status.

We are excited to announce that we are again recruiting teachers and schools to work with us and the Department for Education on a teacher workload reduction research programme.