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Implementation in Action
Using the EEF’s implementation framework and tools to support school improvement work, by Louise Gregg & Jaimie Lall-Sachdev
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Using the EEF’s implementation framework and tools to support school improvement work, by Louise Gregg & Jaimie Lall-Sachdev
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…but as we move up through the school we often see them used less and less.
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When is it all just too much?
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Just because your PD has a balanced design, doesn’t mean it is stable
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Hannah Cox, Co-Deputy Director of our Research school, discusses how she’s used evidence to guide an approach to peer tutoring
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Putting research evidence to work
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What relevance does the concept of disciplinary literacy have for science teachers, asks George Duoblys
Secondary case study: an approach for long answer tasks in Science
The rise of the use of research evidence in education – an opportunity and a challenge
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The EEF’s new implementation guidance report places a focus on engaging people
We need to consider structure and modelling, but also whether our tasks are worth talking about…
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With the launch of the EEF School’s Guide to Implementation, Phil Stock considers how to involve staff in school decision-making
Applying Recommendation 2 of the primary maths guidance report to computing
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The Education Endowment Foundation have published the latest edition of one of their most popular guidance reports.
This fantastic resource supports all school leaders to implement change effectively
Implementing the guidance report on ‘Teacher Feedback to Improve Pupil Learning’ at classroom level
Mx Pip Goodwin, Interim Assistant Headteacher of Teaching and Learning at Wymondham High Academy
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Ben Serruys, Deputy Director of the Julian Teaching School Hub
This guidance report unpacks how to implement new approaches well, emphasising the importance of a people-centred approach
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We share questions and resources to unpick the EEF’s Voices from the Classroom
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The process can still be a novel and uncertain one, and so here we outline what to expect when participating in an EEF project.
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Behaviour is often thought of as something negative that gets in the way of learning.
We explore the key components of effective learning behaviours, their importance, and how they can be fostered in schools.
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David Windle discusses putting the SEL Guidance into practice in nursery-aged children
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