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Mathematics

30th March 2023

Using picture books to promote high-quality learning in maths

Professor Herb Ginsburg explores the research behind using picture books to promote high-quality learning in EYFS maths

East London Research School

Blog

Mathematics

4th February 2023

Seeing, feeling, understanding

Allison Carvalho discusses the use of concrete and visual resources in mathematics by older learners in key stages 2 and 3

East London Research School

Blog

Early Years

16th January 2023

A brighter start: East London's Early Years Stronger Practice Hub

Catch up on free, evidence-based professional development for early years practitioners

East London Research School

Blog

earlyyears

Disadvantaged gap

12th December 2022

Mind the gap: understanding multiple disadvantage and helping children to succeed against the odds

LondonEY: London's Research Conference for the Early Years 2022

East London Research School

Blog

27th November 2022

Write all about it

In the third and final part of this series, Allison Carvalho explores recommendation six from Improving Literacy in KS1.

East London Research School

Blog

improving literacy

27th November 2022

Phonics beyond phonics

In part two of a three-part series, Allison Carvalho discusses recommendation 2 from Improving Literacy in Key Stage 1

East London Research School

Blog

improving literacy

27th November 2022

Improving Literacy in Key Stage 1: building bridges

In part one of a three-part series, Allison Carvalho appraises recommendation eight from Improving Literacy in KS1.

East London Research School

Blog

social and emotional learning

27th November 2022

How can we use the EEF guidance report on social and emotional learning to address school exclusions?

Tania Choudhury, Evidence Lead in Education, considers how we might support pupils at risk of suspension or exclusion

East London Research School

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Blog

self-regulation

27th October 2022

What do nursery songs and self-regulation have in common?

How early years practice supports self-regulation, and what practitioners can look out for to focus more in this area

East London Research School

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Blog

Professional Development

Early Years

7th October 2022

Professional development in the early years

Challenges and opportunities

East London Research School

Blog

metacogntion

self-regulation

Early Years

14th July 2022

Self-regulation and metacognition in the early years: an introduction

In this webinar, our Evidence Leads in Education Fliss James and Melissa Prendergast provide an overview of this important topic

East London Research School

Blog

Cognitive Science

4th July 2022

Does cognitive science imply ‘quick fixes’?

Allison Carvalho, one of our Evidence Leads in Education, reflects on cognitive science and the learning environment.

East London Research School

Research School Network: News

News

Browse posts

Using picture books to promote high-quality learning in maths

Seeing, feeling, understanding

A brighter start: East London's Early Years Stronger Practice Hub

Mind the gap: understanding multiple disadvantage and helping children to succeed against the odds

Write all about it

Phonics beyond phonics

Improving Literacy in Key Stage 1: building bridges

How can we use the EEF guidance report on social and emotional learning to address school exclusions?

What do nursery songs and self-regulation have in common?

Professional development in the early years

Self-regulation and metacognition in the early years: an introduction

Does cognitive science imply ‘quick fixes’?