Gathering global experience and sharing our knowledge to improve quality and inclusivity of education for all
This research report considers the complex field of English medium instruction (EMI) policies in low- and middle-income countries. Its purpose is to provide insight and support to those responsible for setting policy or enacting it in complex language environments around the world.
Education Development Trust's Tim Morris Award offers £2,000 financial support to a PhD student in the field of general education to support field research in a low- or low-middle income country.
This report is by our third Tim Morris Award winner, Laela Adamson, investigating the teaching of English in Tanzanian secondary schools.
This study investigates the experience of an unusually interesting group of government-funded primary and secondary schools in England.
This report explores aspects of school and schooling that affect the participation and learning of marginalised girls in the Arid and Semi-Arid Lands (ASALs) of Turkana and the slums of Nairobi.
This report showcases nine research studies conducted by two CfBT Schools Trust academies: St Mark's Church of England Academy and Oxford Spires Academy.
This study is one of a series of three case studies conducted in Madagascar, Comoros and Rwanda into the right to education of children with disabilities
This study is one of a series of three case studies conducted in Madagascar, Comoros and Rwanda into the right to education of children with disabilities.
This research investigates the fulfilment of the right to education of children with disabilities across 21 countries in Eastern and Southern Africa.
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.