School is the most important place outside of the home for children and young people and, as such, plays a crucial role in helping to shape their health and well-being. There is a growing demand for evidence to assist schools to promote health and well-being ever more effectively. However, the gaps in professional culture and organisational priorities, between researchers and school practitioners, which contribute to limiting the quality of research about child health.
A summary of the existing research from cognitive science related to how students learn and its practical implications for teaching and learning.
By David Leat, Rachel Lofthouse and Anna Reid
Response to Ben Goldacre’s presentation on ‘Building Evidence into Education’
This report provides an overview of the Inclusive Practice Project (IPP), a Scottish Government funded initiative to develop new approaches to Initial Teacher Education
The Sutton Trust-EEF Teaching and Learning Toolkit is an independent resource which provides guidance for teachers and schools on how to use their resources to improve the attainment of disadvantaged pupils.
Raising the achievement of pupils with a visual impairment: Effective working with teaching assistants in schools
The purpose of this guidance is to help schools ensure there is effective support for pupils with a visual impairment from teaching assistants.
By Catherine Shaw, Louca-Mai Brady and Ciara Davey
Summary of the the Best Evidence Synthesis (BES) conducted by Viviane Robinson, Margie Hohepa and Claire Lloyd
By Sue Buckley, Gillian Bird and Ben Sacks, The Down Syndrome Educational Trust, UK