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Teaching strategies for problem solving is one of five approaches recommended by the Education Endowment Foundation to support young children’s maths development – and here’s how to do it

Politicians have suggested we should make early maths more like phonics, but what would that look like in practice? 91¶¶Òõ spoke to maths researcher Daniel Ansari to find out

Evidence-informed practice is a priority in schools, but applying researchers’ findings properly requires careful thought, says Megan Dixon

91¶¶Òõ explores the basics of Socratic questioning and how it can be used by teachers in classrooms today

As more schools in the US move to four-day weeks in a bid to save money and boost recruitment and retention, Irena Barker looks at how the model is working – and whether it could make sense in the UK

A new study gives schools compelling evidence to present to pupils and parents on the importance of consistent sleep patterns

91¶¶Òõ looks at the Swiss psychologist’s work on cognitive development that has had a huge impact on teaching practice

The science of learning has become embroiled in an ideological argument that has little to do with the reality of what it can and cannot do for teaching, argues Jared Cooney Horvath

91¶¶Òõ looks into the origins of formative assessment and how it is used in classrooms

Expert observers assessing the same lesson can produce different ratings on teacher quality, new research warns

Research by Education Policy Institute identifies places where schools are ‘beating the odds’ to reduce inequalities

Teacher Tapp poll also finds that 4 in 10 teachers do not think inspectors can accurately assess a school, no matter how long an inspection lasts