Works matching IS 25146955 AND DT 2022

Results: 72

What we don’t yet know about cognitive science in the classroom.

Published in:

Impact (2514-6955), 2022, n. 16, p. 77

By:

PERRY, THOMAS

Publication type:

Article

Embodied cognition: Enhancing thinking through movement and gesture.

Published in:

Impact (2514-6955), 2022, n. 16, p. 73

By:

TAY, CHRISTOPHER

Publication type:

Article

Developing literacy in the drama curriculum at Key Stages 4 and 5.

Published in:

Impact (2514-6955), 2022, n. 16, p. 70

By:

LEFTWICH-LLOYD, SHARON

Publication type:

Article

Implementing high-quality teaching of disciplinary vocabulary.

Published in:

Impact (2514-6955), 2022, n. 16, p. 67

By:

RODGERS, JOHN

Publication type:

Article

Raising mathematical attainment from the Early Years.

Published in:

Impact (2514-6955), 2022, n. 16, p. 63

By:

OUTHWAITE, LAURA A;
RANZATO, ERICA;
VAN HERWEGEN, JO

Publication type:

Article

Exploring the use of simulation in a primary ITE context.

Published in:

Impact (2514-6955), 2022, n. 16, p. 60

By:

MULHOLLAND, KIRSTIN;
LUKE, CARL;
MELLER, SOPHIE;
NICHOL, DAVID;
ANDERSON, ARLENE;
HERRIDGE, DEBORAH;
GRAY, WILLIAM

Publication type:

Article

Metalinguistic modelling: Applying research to practice in the ITT classroom.

Published in:

Impact (2514-6955), 2022, n. 16, p. 58

By:

DEVANNY, LAURA-JANE

Publication type:

Article

Developing Professional Creativity: A new approach to CPD.

Published in:

Impact (2514-6955), 2022, n. 16, p. 55

By:

DAVIES, CHARLES

Publication type:

Article

Using a digital collaboration to translate retrieval practice into classroom practice.

Published in:

Impact (2514-6955), 2022, n. 16, p. 51

By:

MYNOTT, JOHN PAUL;
BUCHANAN, AUDREY;
ARQUED, PILAR;
BECK, DOUGIE;
BOULIND, ANDREW;
CARSWELL, COLIN;
CLARK, JO;
LINDSAY, FIONA;
MCLEAN, JIM;
PEARSON, ANGELA;
WEBSTER, TOM;
WINCHESTER, KIM

Publication type:

Article

Improving classroom practice through meaningful engagement with research-informed teacher enquiry.

Published in:

Impact (2514-6955), 2022, n. 16, p. 47

By:

MORGAN, ALEXANDRA;
MILTON, EMMAJANE

Publication type:

Article

Regulating learning in the secondary classroom – how does theory reflect reality?

Published in:

Impact (2514-6955), 2022, n. 16, p. 43

By:

HARRIOTT, THOMAS

Publication type:

Article

An exploration of the benefits of small strategies to improve independence for a child with autism and ADHD in a Year 5 maths lesson.

Published in:

Impact (2514-6955), 2022, n. 16, p. 40

By:

MEAD, JO

Publication type:

Article

‘Stepping stones’: Using a visual metaphor to manage cognitive load in maths.

Published in:

Impact (2514-6955), 2022, n. 16, p. 38

By:

MULHOLLAND, KIRSTIN

Publication type:

Article

The use of worked examples for novice learners in the Year 10 English classroom.

Published in:

Impact (2514-6955), 2022, n. 16, p. 36

By:

STILL, NICOLE

Publication type:

Article

‘Today I’ve been a Try-o-saur’: Embedding self-regulated learning in Early Years classrooms.

Published in:

Impact (2514-6955), 2022, n. 16, p. 34

By:

MARINER, SAYEH;
SHURLOCK, MATT

Publication type:

Article

Using peer teaching to improve effective learning strategies in Year 7 students.

Published in:

Impact (2514-6955), 2022, n. 16, p. 32

By:

BADGER, CLAIRE;
HACKETT, EDWARD;
WHITBY, CAITLIN

Publication type:

Article

The science of learning: Is it time to bring students into the conversation?

Published in:

Impact (2514-6955), 2022, n. 16, p. 29

By:

THORNTON, RACHAEL

Publication type:

Article

From theory to practicals – what does cognitive science suggest for teaching practical science?

Published in:

Impact (2514-6955), 2022, n. 16, p. 25

By:

STUBBS, ADAM

Publication type:

Article

Translating aspects of cognitive load theory into practice: Nuanced results from the worked example effect in South African mathematics classrooms.

Published in:

Impact (2514-6955), 2022, n. 16, p. 21

By:

ABBOTT, ASHLEY

Publication type:

Article

Using cognitive science principles to design a knowledge-rich primary science curriculum.

Published in:

Impact (2514-6955), 2022, n. 16, p. 17

By:

WARDELL, REBECCA

Publication type:

Article

Applying cognitive science principles to primary science.

Published in:

Impact (2514-6955), 2022, n. 16, p. 13

By:

EARLE, SARAH;
McMAHON, KENDRA

Publication type:

Article

Consolidating learning in Key Stage 5 chemistry.

Published in:

Impact (2514-6955), 2022, n. 16, p. 10

By:

SKELTON, HELEN

Publication type:

Article

Neuromyths about special educational needs: What should teachers know?

Published in:

Impact (2514-6955), 2022, n. 16, p. 6

By:

HERWEGEN, JOVAN;
THOMAS, MICHAEL;
MARSHALL, CHLOE;
GORDON, REBECCA

Publication type:

Article

Translating research into classroom practice: Cognitive science and beyond.

Published in:

Impact (2514-6955), 2022, n. 16, p. 1

By:

KIRSCHNER, PAUL A;
DE BRUYCKERE, PEDRO

Publication type:

Article

Online and informal support for teaching placements: A case study from one higher education institution in England.

Published in:

Impact (2514-6955), 2022, n. 15, p. 78

By:

BETTANY, JAMES;
BLANDON, CLAUDIA;
BAER, CARA;
GEORGESON, JAN;
EGAN, ALISON;
REVYAKINA, ELENA

Publication type:

Article

Might instructional coaching be particularly helpful in supporting teachers to create an effective learning environment?

Published in:

Impact (2514-6955), 2022, n. 15, p. 74

By:

BAILEY, KYLE;
DUNNE, MATT

Publication type:

Article

Developing effective teacher-student relationships: Learning from the experts.

Published in:

Impact (2514-6955), 2022, n. 15, p. 70

By:

BURNS, ROBBIE

Publication type:

Article

Connecting to school and each other: Towards a new paradigm of a school response to mental health.

Published in:

Impact (2514-6955), 2022, n. 15, p. 66

By:

MCLAUGHLIN, COLLEEN

Publication type:

Article

Supporting students who use English as an additional language: Lightening the cognitive load.

Published in:

Impact (2514-6955), 2022, n. 15, p. 64

By:

WALKER, EMILY

Publication type:

Article

Equity and English as an additional language: Looking beyond deficit and asset lenses.

Published in:

Impact (2514-6955), 2022, n. 15, p. 61

By:

HUCKLE, JACOB

Publication type:

Article

It's easier to be what you can see: Supporting EAL learners in multilingual classrooms.

Published in:

Impact (2514-6955), 2022, n. 15, p. 58

By:

THOMSON, JOHANNA

Publication type:

Article

How can the secondary mainstream classroom be more inclusive for pupils with ADHD?

Published in:

Impact (2514-6955), 2022, n. 15, p. 54

By:

PASS, CLAIRE

Publication type:

Article

Shaping the space: Learning environment and SEMH.

Published in:

Impact (2514-6955), 2022, n. 15, p. 50

By:

GREVILLE-GIDDINGS, BETH

Publication type:

Article

'I did it!': Valuing resilience in the Early Years.

Published in:

Impact (2514-6955), 2022, n. 15, p. 46

By:

DOWNING, VERITY

Publication type:

Article

A reflection on how and why we changed our Key Stage One learning environments.

Published in:

Impact (2514-6955), 2022, n. 15, p. 44

By:

NORTON, MARY

Publication type:

Article

Considerations of the whole-school reading environment when redesigning the English curriculum.

Published in:

Impact (2514-6955), 2022, n. 15, p. 42

By:

CRELLIN, NATASHA

Publication type:

Article

Fostering joy in the academically rigorous English classroom.

Published in:

Impact (2514-6955), 2022, n. 15, p. 39

By:

EDEN, DENA

Publication type:

Article

A hard habit to break? The power of independent study behaviours in the Sixth Form.

Published in:

Impact (2514-6955), 2022, n. 15, p. 35

By:

CORK, KATIE

Publication type:

Article

Students' perceptions of oracy: Implications for schools.

Published in:

Impact (2514-6955), 2022, n. 15, p. 31

By:

COOK, VICTORIA;
GUIHEN, LAURA;
GAUNT, AMY

Publication type:

Article

In it for the long haul: Building trusting relationships with parents.

Published in:

Impact (2514-6955), 2022, n. 15, p. 27

By:

GROSS, JEAN;
NOBLE, NICOLA;
ROBINSON, LIZ

Publication type:

Article

Exploring the evidence base: The role of routines in creating an effective learning environment.

Published in:

Impact (2514-6955), 2022, n. 15, p. 24

By:

ARGYROPULO-PALMER, ANN-MARIE

Publication type:

Article

Supporting teachers to support learners: Prioritising teacher wellbeing for optimal student outcomes.

Published in:

Impact (2514-6955), 2022, n. 15, p. 22

By:

CAREY, CARA

Publication type:

Article

A culture of improvement: How changes to teachers' working conditions influence student outcomes.

Published in:

Impact (2514-6955), 2022, n. 15, p. 18

By:

WESTON, DAVID;
HINDLEY, BETHAN;
CUNNINGHAM, MARIA

Publication type:

Article

Creating coherence to manage workload and wellbeing in ITT.

Published in:

Impact (2514-6955), 2022, n. 15, p. 14

By:

SAUNTSON, HENRY

Publication type:

Article

How can school leaders maximise teacher resilience?

Published in:

Impact (2514-6955), 2022, n. 15, p. 10

By:

RAHEEM, NATASHA

Publication type:

Article

Reducing workload improves teacher wellbeing and has no negative effects on student attainment: A meta-analysis of teacher-led quantitative studies.

Published in:

Impact (2514-6955), 2022, n. 15, p. 6

By:

CHURCHES, RICHARD;
HALL, ROBIN;
SIMS, KATE

Publication type:

Article

Creating an effective learning environment, post COVID-19.

Published in:

Impact (2514-6955), 2022, n. 15, p. 1

By:

GOODALL, JANET

Publication type:

Article

One in every classroom: How can we support pupils with colour vision deficiency in our classrooms?

Published in:

Impact (2514-6955), 2022, n. 14, p. 78

By:

ATKINS, CAROLINE

Publication type:

Article

Tackling disadvantage: Embedding change within Early Years settings, through high-quality professional development and sharing of knowledge through a cascade framework.

Published in:

Impact (2514-6955), 2022, n. 14, p. 76

By:

CHALLENDER, LYN

Publication type:

Article

Developing an inclusive curriculum: What can we learn from teachers' inclusive pedagogy?

Published in:

Impact (2514-6955), 2022, n. 14, p. 74

By:

LI, EDDY

Publication type:

Article