"The more leaders focus their influence, their learning, and their relationships with teachers on the core business of teaching and learning, the greater their likely influence on student outcomes."
Research from Education Development Trust
EVIDENCE THAT COUNTS: WHAT HAPPENS WHEN TEACHERS APPLY SCIENTIFIC METHODS TO THEIR PRACTICE
As the debate about the nature and generation of education evidence becomes centre stage globally this report leads the way. Twelve teacher-led randomised controlled trials and other styles of experimental research demonstrate the potential of ...
Teachers are one of the key elements in any school and effective teaching is one of the key propellers for school improvement - this review uses relevant literature to identify what makes an effective teacher.
SUCCESSFUL SCHOOL LEADERSHIP
School leaders are under considerable pressure to demonstrate the contribution of their work to school improvement - this review addresses what successful school leadership looks like in a variety of contexts.
LESSONS FROM LONDON SCHOOLS: INVESTIGATING THE SUCCESS
Research demonstrating that London schools have improved dramatically since 2000, at a faster rate than anywhere else in the country.
PARTNERSHIP WORKING IN SMALL RURAL PRIMARY SCHOOLS
CfBT Education Trust (now Education Development Trust) commissioned Robert Hill and the National Foundation for Educational Research (NFER) to investigate partnership working in small rural primary schools.
ACTION RESEARCH FOR SCHOOL IMPROVEMENT
This report is based on seven action research projects undertaken by teachers in CfBT (now Education Development Trust) academies in the school year 2012/13. The action research focused on key aspects of school improvement.
BILINGUAL EDUCATION IN BRUNEI
This research, carried out by the University of Oxford, addresses the evolution of the Brunei approach to bilingual education and the role of CfBT (now Education Development Trust) in promoting educational change.
HIGHER EDUCATION AND DEVELOPMENTAL LEADERSHIP: THE CASE OF GHANA
This study highlights the important role that quality education, at both secondary and higher level, has played in the formation of developmental leadership in Ghana
This review looks at key aspects of policy and practice relating to headteachers: their changing role; management of supply; recruitment; performance management; training and development.
SCHOOL SELF-EVALUATION FOR SCHOOL IMPROVEMENT
School self-evaluation can be a fundamental force in achieving school improvement and this review establishes key debates and what the implications are for self-evaluation as a means of leading school improvement.
- Confident school leadership: a Canadian perspective
- Establishing and developing high performing leadership teams
- Joint practice development: What does the evidence suggest are effective approaches?
- Powerful professional learning: a school leader's guide to joint practice development
- Helping schools to use evidence on joint practice development to improve their practice
- A self-improving school system: towards maturity
- What makes great pedagogy? Nine claims from research
- Leadership of great pedagogy in teaching school alliances: evidence from the literature
- Connecting professional learning: leading effective collaborative enquiry across teaching school alliances
- Closing the gap for groups of pupils: a primary leadership perspective
- A guide to recruiting and selecting a new headteacher
- Leadership skills and behaviours of executive headteachers in secondary schools
- Towards a self-improving system: the role of accountability in schools
- A framework for excellence in the leadership of church schools and academies: qualities and behaviours
- Leadership for embedding outdoor learning within the primary curriculum
- Distributed leadership: case studies of the effective creation and deployment of pastoral teams
- Designing a creative contextualised primary curriculum
- A self-improving school system in international context
- System leadership: does school-to-school-support close the gap?
- How to involve hard-to-reach parents: encouraging meaningful parental involvement with schools
- Managing pupil mobility to maximise learning
- Promoting the conditions for positive behaviour, to help every child succeed
- The journey of sustainable schools: developing and embedding sustainability
- Leading a self-improving school system
- Student-focused strategies: supporting achievement
- Performance beyond expectations
- Leadership Targeted Support Fund 2015 to 2016: participant survey analysis
- Closing the gap: test and learn
- Evidence-based teaching: advancing capability and capacity for enquiry in schools interim report
- Research and development network: leadership of pedagogy report
- Research and development network reports: school-based research in a self-improving system
- Outstanding primary school leadership in England
- Middle Leadership Development programme evaluation report
- Closing the gap with the new primary national curriculum
- Headteacher performance: effective management
- School leadership evidence review: using research evidence to support school improvement
- Report on research into maths and science teaching in the Shanghai region
- Confident school leadership: an East Asian perspective
- School leadership for a self-improving system: seminar report
- Leadership and faith schools: issues and challenges
Successful leadership School leaders are under considerable pressure to demonstrate the contribution of their work to school improvement, which has resulted in the creation of a wide range of literature which addresses leadership in the context of school improvement. This review pays particular attention to issues including transformational leadership, instructional/pedagogical leadership and distributed leadership.
Why are so many of our teachers and schools so successful? John Hattie at TEDx
Use Data To Build Better Schools
Do schools kill creativity?
Changing Education Paradigms
In this two-part series, theory and practice meet head on as education expert Professor Dylan Wiliam sets up an experimental school classroom. For one term, he takes over a Year 8 class at a secondary comprehensive to test simple ideas that he believes could improve the quality of our children's education.
Resources for Teaching Growth Mindset
- Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning: Read a report summarizing the research on non-academic factors like growth mindset, grit, and self-efficacy that allow students to work harder and smarter over time. (Bill & Melinda Gates Foundation, 2014)
Strategies for Addressing Mindsets
- Harnessing the Power of Productive Struggle: Learn how to create opportunities for students to have productive experiences with struggle. (Edutopia, 2016)
- Encouraging Students to Persist Through Challenges: Watch a video from a second grade classroom, and notice the targeted strategies used by the teacher to normalize struggle within the learning process and encourage students to reflect on their thinking processes. (Teaching Channel, 2015)
- Growth Mindset: A Driving Philosophy, Not Just a Tool: Explore five growth-mindset practices that can help educators and schools pursue a growth orientation. (Edutopia, 2014)
- The Biggest Lie Students Tell Me (and How to Turn It Around): Try four strategies to help shape the discussion in response to a student who says, "I can’t do this." (Edutopia, 2013)
- Positive Brains are Smarter Brains: Discover how students can exert control over influences on their emotional outlook in order to take a more positive approach to learning. (Edutopia, 2015)
- The Mindset Kit: Take a free online course to learn more about learning mindsets and activities and strategies to help students develop them. (Stanford University's PERTS)
- Growing Your Mind: Share a video with students to help them understand how struggle can help grow the brain. (Khan Academy, 2014)
RSA ANIMATE: How To Help Every Child Fulfil Their Potential.
There are two types of mindsets we can cultivate. One that embraces problems as opportunities to learn, and one that avoids them, often out of fear to fail. People that avoid conflicts can be described as having a fixed mindset. Those who see problems as interesting challenges have a growth mindset. Sometimes we like to switch from one to the other.
Carol Dweck, professor of psychology at Stanford University and a leading researcher in the field of motivation, examines the mindsets people use to understand themselves, guide their behavior and affect their achievement.