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As research suggesting pollution has a negative effect on our health piles up, Kate Parker looks at whether this extends to learning

Research into teenagers’ sleep patterns indicates that starting the school day later could be better for their health. But might their grades also improve as a result? Kate Parker looks at the evidence

A recent trial into popular phonics programmes raises some questions about how we balance competing priorities in research, says Megan Dixon

With popular approaches in teaching, it will always be hard to run a decent trial, warns Christian Bokhove

Encouraging teachers to conduct their own research studies has a much bigger impact on their professional development than giving them appraisals, argues Nicky Pear

As large schools become more common, teacher Clare Deal began to wonder if school size could be having a negative effect on pupils’ sense of belonging. So, she set out to examine the evidence

Some have raised concerns about the effect that ‘zero-tolerance’ behaviour approaches have on children’s wellbeing. But are those concerns warranted? Kate Parker looks at the evidence

Betty Hart and Todd Risley’s seminal study on the ‘word gap’ has been criticised over the years – but while their initial research was limited, we can still learn a lot from it, argues Alex Quigley

Reading ages are a popular method for determining reading ability, but they can be problematic, says Professor Jessie Ricketts

Research suggests that to make the most of our working memory, our brains need time to wander as well as to focus on a task, says science writer Surendra Verma

Developmental psychologist Howard Gardner sets the record straight on learning styles, and tells 91���� about his new theory – synthesising mind – and how it applies to the classroom

Blind faith in studies on some key education trends will get you nowhere, but so will ignoring them. Finding the sweet spot of understanding and teacher autonomy should pay dividends. Here, Michael Hobbiss tells you how to achieve that balance