Routledge, Taylor & Francis announces a new sponsored partnership of the Education Media Centre, which further enhances the effective communication of educational research to mainstream news outlets.
Early career teachers in Australia in casual or temporary employment are more likely to miss out on receiving professional support, leading to lower work satisfaction and higher likelihood of leaving the profession, shows new study.
Students classed as less able are being hindered by being grouped into ability-based sets, according to new research published today in the Cambridge Journal of Education.
Universities teach it to future educators, consultants claim to impart new methods in it, and there are regular panics that it's not being done well enough.
Web-based learning tools can help deepen science knowledge among all middle school students, and ease the science literacy gap for underachieving students, according to a three-year study published today in the International Journal of Science Education.
Teenagers are far more critical users of social media than we give them credit for, and need to be better supported in reaping the benefits social media can have.
Examples of hate crime and terrorist attacks are rising in the UK and Europe. In 2015-2016, there were 7,631 referrals to the Prevention programme, which aims to stop people being drawn into terrorism. A quarter of these referrals were under-15s. Never before has there been a greater need for schools to present a clear narrative to promote community cohesion. Schools and teachers need resources to help protect and safeguard young people from radical ideas.
Boys are more likely to perform well in schools with a higher proportion of girls, shedding new light on why girls continue to outperform boys in many educational subjects.
Pupils in secondary schools are reluctant to see wearable technology devices – such as Fitbits – introduced into PE lessons, and the device could potentially cause a longer-term negative impact on students’ overall wellbeing.
Schools are failing to offer sufficient opportunities for students from diverse backgrounds to engage in science-based learning outside of the classroom, and should be doing more to open up participation, according to new research published in the International Journal of Science Education.