51ºÚÁÏ

Following the release of the DfE’s primary writing framework, writing researcher Debra Myhill shares her thoughts on its use of evidence and how it positions the skills involved in learning to write

The government has pledged to break the link between a child’s background and their future success, but what do headteachers in England’s poorest communities need to help make this a reality? We speak to several to find out

Developmental coordination disorder (dyspraxia) affects as many children as ADHD but is widely misunderstood. So, what do teachers need to know about this condition?

Emotions such as joy, anger and boredom have a bigger effect on academic performance than many people realise, explains leading researcher Reinhard Pekrun

Both national and classroom assessments can become meaningless with the wrong approaches or context, argues leading expert Therese Hopfenbeck

Too many school improvement strategies are top-down and disconnected from teaching, international research professor David Hopkins tells Helen Amass