Some of the information from this new @EducEndowFoundn report came to light last week and just those glimpses started a debate on what it might mean for schools. Now the full report is out, it asks some interesting questions…

https://twitter.com/tes/status/1415809656757399553

First, it’s clear the report is not calling out cogsci findings now popular in schools as a myth nor hailing them as a silver bullet. It’s a really nuanced view based on a thorough search through the evidence base

On 5 September 2017, @tes launched a new podcast to connect research to teaching practice. We had no long-term plan, no guests lined up beyond the first two and, as host, I had no experience with podcasts. What could go wrong? It turned out, a lot went right. Over the past 3 years we have published 78 podcasts, welcomed some of the most esteemed figures in academia and collected thousands of listeners along the way. As we enter Season 11 I thought it was time to do an overview of previous guests...

Initial thoughts from me on this in the thread below, catch up on all the news and analysis on the @tes website tes.com/news

gov.uk/government/pub… The science of school reopening we have covered quite a bit through some excellent work from @johncmorgan3
tes.com/magazine/artic…
tes.com/news/covid-19-…
tes.com/news/opening-s…

Short answer? Schools don't appear to be a huge factor in transmission, but data is patchy

I have been thinking a lot recently about the fact certain names always pop up when people cite research in education and - as lovely as these people are - it always seems odd because they are usually not the leading person in their field and they are almost always... men. So... ... here are a few female researchers who really should be talked about more in education. There are loads more, please add to the thread!

Literacy: @ReadOxford @annecastles @Kathy_Rastle Jane Oakhill @ricketts_lara @lilacCourt Maggie Snowling, Sarah McGeown (and loads more!)

Here's a thread on behaviour as it is making the news today.

When we put behaviour articles out at @tes (they're all here tes.com/news/hub/behav…), they are among the most popular we publish, which suggests that teachers certainly want to get better at it... Does that mean there's a behaviour problem in schools? In terms of data, we just don't know with any certainty - as @cbokhove wrote for us tes.com/magazine/artic… - we have a lot of anecdote, survey results etc but definitions, contexts and ideology mean reliable assessment tough

This week's cover feature was a dual effort from @mikehobbiss and Jenni Kemp - it looks at lesson planning and what exactly should be happening in single lessons. Here's your preview... "Even if you do not want to plan in single lessons, and even if you believe a lesson is not a sensible unit by which to measure learning, you still have to be in lessons. It’s still how we deliver teaching. As such, careful structuring of those lessons would seem sensible."

Today we launch the @tes curriculum series! Part One (of three) is all about the theory: we have some of the world's leading thinkers on curriculum giving you the insights you need and explaining the questions, challenges, decisions and complexities of curriculum creation. First up is @MarkRPriestley - "There is a need for education professionals to develop a more nuanced concept of what a ‘curriculum’ should be...because by reducing the curriculum to content, its neglects other curricular practices."