Pedagogy

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Enchanted animism: A matter of care

Murdoch University Jane Merewether
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Teacher Expectations: Impact on Student Academic Outcomes

University of Auckland Christine Rubie-Davies
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Putting learners at the heart of the feedback process

UCL Institute of Education Dylan Wiliam
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Pedagogical reasoning: the foundation of the professional knowledge of teaching

Monash University
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Classroom management in urban schools: proposing a course framework

American University
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Teach Like a Champion

Teach Like a Champion Doug Lemov
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Uncovering the Normaalikoulu or ‘Lab School’: Finnish Teacher Education

UCL Institute of Education

Latest
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What is science education for?

East London Science School
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Leading excellent teaching

East London Science School
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Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

Durham University
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An approach to design of mathematical task sequences: Conceptual learning as abstraction

NYU Steinhardt
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Reform in Maths Education

NYU Steinhardt
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Applying educational research to practice

University of Melbourne
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Eric Mazur on Peer Instruction

Harvard University
Economics

Blissful Ignorance? A Natural Experiment on the Effect of Feedback on Students’ Performance

Institute for Fiscal Studies
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Direct Instruction in Education

RMIT University
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How can learner’s own questions be used as a basis for inquiry-based teaching?
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How can we improve science teaching in todays classroom?
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Best Practices for a newly qualified science teacher
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University teachers’ self-reflection on their academic growth
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How do primary and secondary teachers improve their reflective practice?

UCL Institute of Education
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Talk for Writing

UCL Institute of Education
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Creativity and education

UCL Institute of Education
Developmental Psychology

Do drawing stages really exist? Children’s early mapping of perspective

London Metropolitan University
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International frameworks for psychology education and training
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EuroPsy: Standards and Quality in Education for Professional Psychologists

University of Oxford
Childrens Studies

Childrens Learning and Language
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Learning: Theoretical perspectives that go beyond context

Kings College London
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How to unleash the best in a team, a school or a system

Teacher Development Trust
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How to meet the challenge of leading and teaching the new English curriculum

Ashlawn School
Developmental Psychology

Helpful and harmful practices for clinical work with boys and men

Boston College
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What is good assessment?

Evidence Based Education
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What every teacher needs to know about Assessment

Durham University
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Towards Dialogue

University of Leeds
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Paul Black on Asessment for Learning

KCL
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