EDUCATIONAL RESEARCH
NJAIS is committed to vetting and curating robust and rigorous educational research to place in front of our schools and our readers, given the velocity of information and the uncertainty around the validity of educational research, relative to its methodological rigor. We launched this Library service in early 2025, and will build the collection over time. Like the "slow food movement," curating and populating the NJAIS Library for Educational Research is a work of passion and method to bring you the best in national and international research.
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Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., …Coe, R. (2015). Developing Great Teaching: Lessons from the international reviews into effective professional development.
A 2014 consultation by the Department for Education in the UK on preparing a world-class teaching profession stated that “Feedback from the profession has consistently indicated that too many of the development opportunities on offer are of variable quality”. “Too often ‘PD’ is viewed narrowly as attending courses or listening to stale talks accompanied by endless slides… Teacher development is not always adequately focused on the specific needs of students, nor is it always sustained and practice-based.” Importantly, “There is currently too little robust evidence on the impact of different types of professional development for teachers.” This paper draws on the emerging findings from the ongoing umbrella review of evidence on effective professional development for teachers being undertaken by CUREE (Centre for the Use of Research and Evidence in Education), Institute of Education at University College London, and Durham University to indicate implications for future policy around teacher professional development and learning.
- Effective Professional Development
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- Teaching and Learning
The Teaching and Learning Toolkit from the Education Endowment Foundation is a summary of evidence of 30 approaches that schools might choose to use, either as part of their student learning strategy, or as part of wider school planning. The Toolkit aims to be a starting point for schools considering reliable, tested, replicated evidence when it comes to effective teaching and learning.
This is an interactive Toolkit. : For every approach in the Toolkit, the average hides a range of different impacts. The text in the Toolkit describes why effects vary and gives an indication where approaches are better evidenced in mathematics than English, or in lower school (primary) than upper school (secondary).
- Evidence-Based
- Improved Learning Outcomes