Gathering global experience and sharing our knowledge to improve quality and inclusivity of education for all
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.
This report distils down what others can learn from three decades of England’s approach to school performance data.
This report is by our fourth Tim Morris Award winner, Cyril Brandt, investigating construction of schools in conflicted affected regions in the Democratic Republic of Congo.
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.