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However, half of schools on the Nuffield Early Language Intervention were not able to finish the programme because of staff time and capacity issues, finds report

Artificial intelligence is forcing us to re-examine everything – from the role of direct instruction to the importance of literacy, say Dylan Wiliam, John Hattie and Arran Hamilton, whose new research explores the implications of AI in schools

Back-to-school CPD should have a lasting legacy, says Alex Quigley, who rounds up pointers for making sure that learning is embedded in practice

Brightly coloured displays are said to overstimulate pupils, so should you choose neutrals when refreshing your classroom walls? Clare Cook looks at the evidence

Writing off a classroom approach on the basis of conclusions drawn from research is not as straightforward as it seems, says Christian Bokhove

It isn’t always easy to translate cognitive science principles to the classroom, says Alex Quigley, but a framework drawn from research could provide a helpful model

A single interpretation of ‘knowledge’ has come to dominate the curriculum, with ‘destructive’ effects for the humanities, says Robert Eaglestone, who tells Helen Amass how we can redress the balance

Growing numbers of UK parents are asking for their summer-born children to start Reception a year later. But should schools always grant these requests? Holly Korbey looks at the evidence

Ofsted has flagged executive function as an area that EYFS teachers need to understand more about. Three researchers draw out four key points from the research

The recent focus on ‘adaptive teaching’ has called differentiation into question. But what does the evidence say? Daniel Muijs explains

Taking the time to truly engage with research findings that may not align with our existing beliefs is an important part of being a better consumer of evidence, says Christian Bokhove

Researchers at the University of Lancaster are investigating the role of ‘wonder’ in education. Here’s what they have learned so far