91¶¶Òõ

New research shows that brain scans can predict learning better than traditional assessments, and give us clues as to which teaching approaches might be most effective, finds Chris Parr

The government has spent £100 million on its Teaching for Mastery maths programme, and yet, given the availability of a number of other ‘mastery’ programmes, there is confusion in schools about a clear definition of ‘maths mastery’. Kate Parker takes a look at the maths mastery landscape and the evidence behind it

With new research finding a link between pupils’ economic disadvantage and the social difficulties they face, Kate Parker looks at the implications for the classroom  

Politicians are fond of using international education rankings data as evidence that their policies are working – but conclusions drawn from these league tables are rarely clear cut, warns Christian Bokhove

Cognitive load theory has been a staple of evidence-based teaching for years – but there’s more to it than meets the eye, says Michael Hobbiss, who breaks down the research about load theory

Academics and teachers have so much to learn from each other, write Jessie Ricketts and Megan Dixon as they explore what makes for a successful collaboration

Knowing what executive functions are (and are not) is helpful, but this bit of psychology doesn’t explain how teachers should teach, warns Megan Dixon

For centuries, teachers have debated which approach to teaching is more effective: traditional or progressive, and now, a study has been published that suggests an answer. Researcher Sam Sims explains all to Kate Parker

High teacher turnover is having a negative effect on learning and behaviour, research suggests. And while schools might not be able to fix a national retention crisis, there are steps they can take to reduce the impact in classrooms, says Loic Menzies

New research suggests that some differences in literacy skill and enjoyment can be explained by genetics. 91¶¶Òõ talks to Dr Elsje van Bergen to find out more

Our growing understanding of the human brain is helping us to build a clearer picture of the science of learning. But what about the science of teaching? Neuroscientists Uta and Chris Frith say that social cognition – the study of how humans relate to each other – can shed some light

Recent guidance from the inspectorate shines a welcome light on reading skills at secondary school but neglects some key elements of learning to read, says Jessie Ricketts