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research

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Action Research – What and how?

UKEdChat Editorial

Considerations about beginning a classroom action research project.

Community

Busting the myths on outdoor learning in schools

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How easy is it to take learning outdoors?

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Underperforming schools need more support to avoid downward spiral

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Research published by University College London

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Distinguishing the practical from the puerile

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Practical relevance and methodological rigour. Article by Gary Jones.

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Making the most of research evidence and school data – an integrated approach

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What research can tell us about school data. Article by Gary Jones.

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Want more students to learn languages? Win over the parents!

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Parents influence children’s attitudes to languages far more than their teachers or friends, research finds.

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Well-being seems to have little effect on GCSE performance

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Research indicates that differences in GCSE grades when compared with well-being scores are pretty small.

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Impact of family background on children’s education unchanged in a century

UKEdChat Editorial

The family background of UK children still influences their educational achievements at primary school as much as it did nearly one hundred years ago.

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Study calls for comprehensive training into teacher training courses.

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Positive teacher-student relationships lead to better teaching

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Previous research has shown positive teacher-student relationships promote student academic achievements, such as better grades

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Children may instinctively know how to do division even before hitting the books

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New study shows children can do approximate calculations without formal teaching.

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Are you a genuine inquirer?

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Particular implications for the school research lead

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SLT and Quick Fixes

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Why assumptions may make an ass out of you and me!

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A spiral of disciplined inquiry

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Implications for teachers and school research leads undertaking practitioner inquiry.

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Learning through ‘guided’ play can be as effective as adult-led instruction up to at least age eight

UKEdChat Editorial

Play-based learning may also have a more positive effect on younger children’s acquisition of important early maths skills compared with traditional, direct instruction

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