Initial Teacher Training And Early Career Framework
Please follow this link to the Initial Teacher Training and Early Career Framework on the gov.uk website. Below is a list of references which is made up of the evidence related to the ’Learn that…’
statements in each section, it does not constitute a list of expected reading for trainee
and early career teachers.
High Expectations
Standard 1 - Set high expectations
[Key reading recommendations are indicated with an asterisk.]
Aronson, J. (Ed.) (2002) Improving academic achievement: Impact of psychological factors on education. New York: Academic Press. Bandura, A. (1986) Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Boyd, D., Lankford, H., Loeb, S., Rockoff, J., & Wyckoff, J. (2008). The narrowing gap in New York City teacher qualifications and its implications for student achievement in high-poverty schools (No. w14021). National Bureau of Economic Research. Available at: https://www.nber.org/papers/w14021 .
Clay, D., Connors, C., Day, N., Gkiza, M., and Aldridge, J. (2016) The Lives of young carers in England: Qualitative report to DfE. Available at: Clay_TheLivesOfYoungCarersInEngland.pdf.
Campbell Collaboration (2018) School-based interventions for reducing disciplinary school exclusion: A Systematic Review. Available at: https://campbellcollaboration.org/library/reducing-school-exclusion-school-basedinterventions.html.
Chapman, R. L., Buckley, L., & Sheehan, M. (2013) School-Based Programs for Increasing Connectedness and Reducing Risk Behavior: A Systematic Review, 25(1), 95–114. https://doi.org/10.1007/s10648-013-9216-4.
Chetty, R., Friedman, J. N., Rockoff, J. E. (2014) Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. American Economic Review, 104(9), 2633–2679. Available at: https://doi.org/10.1257/aer.104.9.2633.
Cullen, M. A., Lindsay, G., Hastings, R., Denne, L., & Stanford, C. (2020) Special Educational Needs in Mainstream Schools: Evidence Review. Available at: EEF_SEND_Evidence_Review.pdf (d2tic4wvo1iusb.cloudfront.net).
Dobbie, W., & Fryer Jr, R. G. (2011). Are high-quality schools enough to increase achievement among the poor? Evidence from the Harlem Children's Zone. American Economic Journal: Applied Economics, 3(3), 158-187. Available at: https://www.aeaweb.org/articles?id=10.1257/app.3.3.158.
*Education Endowment Foundation (2021) Education Endowment Foundation Teaching and Learning Toolkit: Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learningtoolkit. Hall, G. (2019).
The experiences of secondary school students with English as an additional language: Perceptions, priorities and pedagogy. Available at: Hall_TheExperiencesofsecondaryschoolstudentswithEnglishasanadditionallanguage.pdf .
Hanushek, E. (1992) The Trade-off between Child Quantity and Quality. Journal of Political Economy, 100(4), 859–887. Available at: https://doi.org/10.1086/261808.
*Institute of Education Sciences (2008) Reducing Behavior Problems in the Elementary School Classroom. Available at: https://ies.ed.gov/ncee/wwc/PracticeGuide/4.
Johnson, S., Buckingham, M., Morris, S., Suzuki, S., Weiner, M., Hershberg, R., B. Weiner, Hershberg, R., Fremont, E., Batanova, M., Aymong, C., Hunter, C., Bowers, E., Lerner, J., & Lerner, R. (2016) Adolescents’ Character Role Models: Exploring Who Young People Look Up to as Examples of How to Be a Good Person. Research in Human Development, 13(2), 126–141. Available at: https://doi.org/10.1080/15427609.2016.1164552.
Jussim, L. & Harber, K., (2005) Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies, Personality and Social Psychology Review 2005, Vol. 9, No. 2, 131–1557. Available at: https://doi.org/10.1207/s15327957pspr0902_3.
Lazowski, R. A., & Hulleman, C. S. (2016) Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. Available at: https://doi.org/10.3102/0034654315617832. Muijs, D., Harris, A., Chapman, C., Stoll, L., & Russ, J. (2004). Improving schools in socioeconomically disadvantaged areas–A review of research evidence. School effectiveness and school improvement, 15(2), 149-175. Available at: https://doi.org/10.1076/sesi.15.2.149.30433.
Murdock-Perriera, L. A., & Sedlacek, Q. C. (2018) Questioning Pygmalion in the twentyfirst century: the formation, transmission, and attributional influence of teacher expectancies. Social Psychology of Education, 21(3), 691–707. Available at: https://doi.org/10.1007/s11218-018-9439-9.
Okonofua, J. A., Parker Goyer, J., Lindsay, C. A., Haugabrook, J., & Walton, G. M. (2022) A scalable empathic-mindset intervention reduces group disparities in school suspensions, Science Advances, 8(12), 1–11. Available at: https://doi.org/10.1126/sciadv.abj0691. *PISA. (2015) PISA in Focus: Do teacher-student relations affect students’ well-being at school? Available at: PISA_DoTeacher-StudentRelationsAffectStudents'Wellbeing.pdf.
Rathmann K., Herke M., Hurrelmann K., & Richter M. (2018) Perceived class climate and school-aged children’s life satisfaction: The role of the learning environment in classrooms. PloS ONE, 13(2): e0189335. Available at: Rathmann_PerceivedClassClimateAndSchool-agedChildren'sLifeSatisfaction.pdf. Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen., H. M. Y. (2017) Affective Teacher–Student Relationships and Students’ Engagement and Achievement: A Meta Analytic Update and Test of the Mediating Role of Engagement. https://doi.org/10.3102/0034654311421793.
Rubie-Davies, C. M., Weinstein, R. S., Huang, F. L., Gregory, A., Cowan, P. A., & Cowan, C. P. (2014) Successive teacher expectation effects across the early school years. Journal of Applied Developmental Psychology, 35(3), 181–191. Available at: https://doi.org/10.1016/j.appdev.2014.03.006.
Slater, H., Davies, N. M., & Burgess, S. (2011) Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England. Oxford Bulletin of Economics and Statistics, 74(5), 629-645. Available at: Slater_DoTeachersMatter?.pdf.
Zins, J. E., Bloodworth, M.R., Weissberg, R.P., & Walberg, H.J. (2007) The Scientific Base Linking Social and Emotional Learning to School Success. Journal of Educational and Psychological Consultation, 17(2–3), 191–210. Available at: https://doi.org/10.1080/10474410701413145.
How Pupils Learn
Standard 2 - Promote good progress
[Key reading recommendations are indicated with an asterisk.] Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017) Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research, 87(3), 659–701. Available at: https://doi.org/10.3102/0034654316689306. Agarwal, P. K., Finley, J. R., Rose, N. S., & Roediger, H. L. (2017) Benefits from retrieval practice are greater for students with lower working memory capacity. Memory, 25(6), 764–771. https://doi.org/10.1080/09658211.2016.1220579.
Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021) Retrieval practice consistently benefits student learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33(4), 1409-1453. Available at: https://doi.org/10.1007/s10648-021-09595-9.
Baddeley, A. (2003) Working memory: looking back and looking forward. Nature reviews neuroscience, 4(10), 829-839. Available at: https://doi.org/10.1038/nrn1201.
*Black, P., & Wiliam, D. (2009) Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. Available at: https://doi.org/10.1007/s11092-008-9068-5.
Chen, O., Paas, F., & Sweller, J. (2021) Spacing and interleaving effects require distinct theoretical bases: A systematic review testing the cognitive load and discriminativecontrast hypotheses. Educational Psychology Review, 33, 1499-1522. Available at: https://doi.org/10.1007/s10648-021-09613-w.
Chi, M. T. (2009). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In International handbook of research on conceptual change (pp. 89-110). Routledge. Available at: Chi_ThreeTypesOfConceptualChange.pdf.
Churches, R., Dommett, E. J., Devonshire, I. M., Hall, R., Higgins, S., & Korin, A. (2020) Translating laboratory evidence into classroom practice with teacher‐led randomized controlled trials—A perspective and meta‐analysis. Mind, Brain, and Education, 14(3), 292-302. Available at: https://doi.org/10.1111/mbe.12243.
Cowan, N. (2008) What are the differences between long-term, short-term, and working memory? Progress in brain research, 169, 323-338. Available at: https://doi.org/10.1016/S0079-6123(07)00020-9.
*Deans for Impact (2015) The Science of Learning. Available at: https://deansforimpact.org/resources/the-science-of-learning/. Donoghue, G. M., & Hattie, J. A. (2021) A meta-analysis of ten learning techniques. Frontiers in Education, 6, 1-9. Available at: https://doi.org/10.3389/feduc.2021.581216
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. Available at: https://doi.org/10.1177/1529100612453266.
*Education Endowment Foundation (2021) Cognitive science approaches in the classroom: A Review of the evidence (summary). Available at: EEF_CognitiveScienceApproachesInTheClassroomSummary.pdf.
*Education Endowment Foundation (2018) Improving Secondary Science Guidance Report. Available at: EEF_ImprovingSecondaryScienceGuidanceReport.pdf.
Gathercole, S., Lamont, E., & Alloway, T. (2006) Working memory in the classroom. Working memory and education, 219-240. Available at: https://doi.org/10.1016/B978012554465-8/50010-7.
Hattie, J. (2012) Visible Learning for Teachers. Oxford: Routledge.
Kirschner, P., Sweller, J., Kirschner, F. & Zambrano, J. (2018) From cognitive load theory to collaborative cognitive load theory. International Journal of ComputerSupported Collaborative Learning, 13(2), 213-233. Available at: https://doi.org/10.1007/s11412-018-9277-y. Latimier, A., Peyre, H., & Ramus, F. (2021) A meta-analytic review of the benefit of spacing out retrieval practice episodes on retention. Educational Psychology Review, 33, 959-987. Available at: https://doi.org/10.1007/s10648-020-09572-8.
Pachler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007) Organizing Instruction and Study to Improve Student Learning. US Department of Education. Available at: Pachler_OrganisingInstructionAndStudyToImproveStudentLearning.pdf.
Pan, S. C., & Rickard, T. C. (2018) Transfer of test-enhanced learning: Meta-analytic review and synthesis. Psychological Bulletin, 144(7), 710–756. Available at: https://doi.org/10.1037/bul0000151.
Perry, T., Lea, R., Jørgensen, C. R., Cordingley, P., Shapiro, K., Youdell, D., ... & Pomareda, C. (2021) Cognitive science in the classroom: evidence and practice review. London: Education Endowment Foundation (EEF). Available at: Perry_CognitvieScienceInTheClassroomEvidenceAndPracticeReview.pdf.
Roediger, H. L., & Butler, A. C. (2011) The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003.
*Rosenshine, B. (2012) Principles of Instruction: Research-based strategies that all teachers should know. American Educator, 12–20. Available at: Rosenshine_PrinciplesOfInstruction.pdf. Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., & Schneider, M. (2022) Domain-specific prior knowledge and learning: A meta-analysis. Educational Psychologist, 57(1), 31-54. Available at: https://doi.org/10.1080/00461520.2021.1939700.
Sweller, J. (2016) Working Memory, Long-term Memory, and Instructional Design. Journal of Applied Research in Memory and Cognition, 5(4), 360–367. Available at: http://doi.org/10.1016/j.jarmac.2015.12.002. Von Bastian, C. C., and Oberauer, K. (2014) Effects and Mechanisms of Working Memory Training: A Review, Psychological Research, 78 (6), pp. 803–820. Available at: https://doi.org/10.1007/s00426-013-0524-6.
*Willingham, D. T. (2009) Why don’t students like school? San Francisco, CA: JosseyBass. Available at: Willingham_WhyDontStudentsLikeSchool.pdf. Wittwer, J., & Renkl, A. (2010) How Effective are Instructional Explanations in ExampleBased Learning? A Meta-Analytic Review. Educational Psychology Review, 22(4), 393409. Available at: Wittwer_HowEffectiveAreInstructionalExplanationsInExampleBasedLearning.pdf. Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147(4), 399-435. Available at: https://doi.org/10.1037/bul0000309.
Subject and Curriculum
Standard 3 - Demonstrate good subject and curriculum knowledge
[Key reading recommendations are indicated with an asterisk.] Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008) Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of educational research, 78(4), 11021134. Available at: https://doi.org/10.3102/0034654308326084. Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015) Strategies for teaching students to think critically: A metaanalysis. Review of educational research, 85(2), 275-314. Available at: https://doi.org/10.3102/0034654314551063. Alfieri, L., Nokes-Malach, T. J., & Schunn, C. D. (2013) Learning through case comparisons: A meta-analytic review. Educational Psychologist, 48(2), 87-113. Available at: https://doi.org/10.1080/00461520.2013.775712. Ball, D. L., Thames, M. H., & Phelps, G. (2008) Content knowledge for teachers: What makes it special? Journal of Teacher Education, 2008 59: 389 Available at: https://doi.org/10.1177/0022487108324554. Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021) A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. Available at: https://doi.org/10.1037/bul0000307. Biesta, G. (2009) Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33-46. Available at: https://doi.org/10.1007/s11092-008-9064-9. Carney, M., & Indrisano, R. (2013) Disciplinary literacy and pedagogical content knowledge. Journal of Education, 193(3), 39-49. Available at: https://doi.org/10.1177/002205741319300306. Chen, O., Paas, F., & Sweller, J. (2021) Spacing and interleaving effects require distinct theoretical bases: A systematic review testing the cognitive load and discriminativecontrast hypotheses. Educational Psychology Review, 33, 1499-1522. Available at: https://doi.org/10.1007/s10648-021-09613-w. *Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014) What makes great teaching. Review of the underpinning research. Durham University: UK. Available at: Coe_WhatMakesGreatTeaching.pdf. 32 Corrin, W., Lindsay, J. J., Somers, M-A., Myers, N. E., Myers, C. V., Condon, C. A., & Smith, J. K. (2012) Evaluation of the Content Literacy Continuum: Report on Program Impacts, Program Fidelity, and Contrast. (NCEE2013-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Available at: http://dx.doi.org/10.2139/ssrn.2198586. Cowan, N. (2008) What are the differences between long-term, short-term, and working memory? Progress in brain research, 169, 323-338. Available at: https://doi.org/10.1016/S0079-6123(07)00020-9. Deans for Impact (2015) The Science of Learning [Online], Available at: https://deansforimpact.org/resources/the-science-of-learning/. Dobinson, K. & Dockrell, J. (2021) Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review. First Language, 41(5), 527-554. Available at: https://doi.org/10.1177/0142723721989471. Education Endowment Foundation (2018) Improving Literacy in Secondary Schools Guidance Report.. Available at: EEF_ImprovingLiteracyInSecondarySchools.pdf. Education Endowment Foundation (2018) Improving Secondary Science Guidance Report. Available at: EEF_ImprovingSecondaryScienceGuidanceReport.pdf. Education Endowment Foundation (2018) Preparing for Literacy Guidance Report. Available at: EEF_PreparingForLiteracy.pdf. *Education Endowment Foundation (2021) Education Endowment Foundation Teaching and Learning Toolkit. Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learningtoolkit. Education Endowment Foundation (2021) Improving Literacy in Key Stage 2 Guidance Report. Available at: EEF_ImprovingLiteracyInKeyStage2.pdf. Education Endowment Foundation (2021) Improving Mathematics in Key Stages 2 and 3 Guidance Report. Available at: EEF_ImprovingMathematicsInKeyStages3And4.pdf. Education Endowment Foundation (2022) Early Years Toolkit. Available at: https://educationendowmentfoundation.org.uk/education-evidence/early-years-toolkit. Education Endowment Foundation (2023) Early Years Evidence Store. Available at: https://educationendowmentfoundation.org.uk/support-for-schools/evidence-for-theearly-years/early-years-evidence-store. Guzzetti, B. J. (2000) Learning counter-intuitive science concepts: What have we learned from over a decade of research? Reading & Writing Quarterly: Overcoming Learning Difficulties, 16, 89 –98. Available at: http://dx.doi.org/10.1080/105735600277971. Heard, J., Scoular, C., Duckworth, D., Ramalingam, D., & Teo, I. (2020) Critical thinking: Skill development framework. Available at: https://research.acer.edu.au/ar_misc/41/. Hill, H. C., & Chin, M. (2018) Connections between teachers’ knowledge of students, instruction, and achievement outcomes. American Educational Research Journal, 55(5), 1076-1112. Available at: Hill_ConnectionsBetwenTeachers’KnowledgeOfStudentsInstructionAndAchievementOut comes.pdf. Hulme, C., Snowling, M. J., West, G., Lervag, A., & Melby-Lervag, M. (2020) Children’s Language Skills Can Be Improved: Lessons From Psychological Science for 33 Educational Policy. Current Directions in Psychological Science, 29(4), 372-377. Available at: https://doi.org/10.1177/0963721420923684.
Jerrim, J., & Vignoles, A. (2016) The link between East Asian “mastery” teaching methods and English children’s mathematics skills. Economics of Education Review, 50, 29-44. Available at: https://doi.org/10.1016/j.econedurev.2015.11.003.
Jitendra, A. K., Dupuis, D. N., Rodriguez, M. C., Zaslofsky, A. F., Slater, S., CozineCorroy, K., & Church, C. (2013) A randomized controlled trial of the impact of schemabased instruction on mathematical outcomes for third-grade students with mathematics difficulties. The Elementary School Journal, 114(2), 252-276. Available at: https://doi.org/10.1086/673199.
Kalyuga, S. (2010) Schema acquisition and sources of cognitive load. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive Load Theory (pp. 48–64). Cambridge University Press. Available at: https://doi.org/10.1017/CBO9780511844744.005.
Lai, E. R. (2011) Critical thinking: A literature review. Pearson's Research Reports, 6(1), 40-41. Available at: Lai_CriticalThinkingALiteratureReview.pdf.
Ma, X., & Kishor, N. (1997) Assessing the Relationship between Attitude toward Mathematics and Achievement in Mathematics: A Meta-Analysis. Journal for Research in Mathematics Education, 28(1), 26–47. Available at: https://doi.org/10.2307/749662.
Machin, S., McNally, S., & Viarengo, M. (2018) Changing how literacy is taught: Evidence on synthetic phonics. American Economic Journal: Economic Policy, 10(2), 217–241. Available at: https://doi.org/10.1257/pol.20160514.
Merchie, E., & Van Keer, H. (2016) Mind mapping as a meta-learning strategy: Stimulating pre-adolescents’ text-learning strategies and performance?. Contemporary Educational Psychology, 46, 128-147. Available at: https://doi.org/10.1016/j.cedpsych.2016.05.005.
Perry, T., Lea, R., Jørgensen, C. R., Cordingley, P., Shapiro, K., Youdell, D., … & Pomareda, C. (2021) Cognitive science in the classroom: evidence and practice review. London: Education Endowment Foundation (EEF). Available at: Perry_CognitiveScienceInTheClassroomEvidenceAndPracticeReview.pdf.
Rasinski, T. V. (2004). Assessing reading fluency. Pacific Resources for Education and Learning (PREL). Available at: Rasinski_AssessingReadingFluency.pdf.
*Rosenshine, B. (2012) Principles of Instruction: Research-based strategies that all teachers should know. American Educator, 12–20. Available at: Rosenshine_PrinciplesOfInstruction.pdf.
Scott, C. E., McTigue, E. M., Miller, D. M., & Washburn, E. K. (2018) The what, when, and how of preservice teachers and literacy across the disciplines : A systematic literature review of nearly 50 years of research. Teaching and Teacher Education, 73, 1–13. Available at: https://doi.org/10.1016/j.tate.2018.03.010.
Shanahan, T. (2005) The National Reading Panel Report: Practical Advice for Teachers. Available at: Shanahan_TheNationalReadingPanelReport.pdf. Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., & Schneider, M. (2022). Domain-specific prior knowledge and learning: A meta-analysis. Educational Psychologist, 57(1), 31-54. Available at: https://doi.org/10.1080/00461520.2021.1939700.
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3), 251–296. Available at: http://dx.doi.org/10.1023/a:1022193728205.
West, G., Lervag, A., Snowling, M. J., Buchanan-Worster, E., Duta, M., & Hulme, C. (2022) Early language intervention improves behavioral adjustment in school: Evidence from a cluster randomized trial. Journal of School Psychology, 92, 334-345. Available at: https://doi.org/10.1016/j.jsp.2022.04.006.
What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2021). Literacy Design Collaborative. Available at: https://ies.ed.gov/ncee/WWC/Docs/InterventionReports/wwc_EESL_ldc_IR_mar2021.pdf. Willingham, D. T. (2002) Ask the Cognitive Scientist. Inflexible Knowledge: The First Step to Expertise. American Educator, 26(4), 31-33. Available at: https://www.aft.org/periodical/american-educator/winter-2002/ask-cognitive-scientist.
Wright, T. S., & Gotwals, A. W. (2017). Supporting kindergartners’ science talk in the context of an integrated science and disciplinary literacy curriculum. The Elementary School Journal, 117(3), 513-537. Available at: https://doi.org/10.1086/690273.
Classroom Practice
Standard 4 - Plan and teach well structured lessons
[Key reading recommendations are indicated with an asterisk.]
Alexander, R. (2017) Towards Dialogic Teaching: rethinking classroom talk. York: Dialogos.
* Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014) What makes great teaching. Review of the underpinning research. Durham University: UK. Available at: Coe_WhatMakesGreatTeaching.pdf. Donker, A. S., de Boer, H., Kostons, D., Dignath van Ewijk, C. C., & van der Werf, M. P. C. (2014) Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1–26. Available at: https://doi.org/10.1016/j.edurev.2013.11.002.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. Available at: https://doi.org/10.1177/1529100612453266.
Education Endowment Foundation (2016) Improving Literacy in Key Stage One Guidance Report. Available at: EEF_ImprovingLiteracyInKeyStage1.pdf.
Education Endowment Foundation (2021) Improving Mathematics in Key Stages 2 and 3 Guidance Report. Available at: EEF_ImprovingMathematicsInKeyStages3And4.pdf.
Education Endowment Foundation (2017) Metacognition and Self-regulated learning Guidance Report. Available at: EEF_MetacognitionAndSelf-RegulatedLearning.pdf.
Education Endowment Foundation (2018) Improving Secondary Science Guidance Report. Available at: EEF_ImprovingSecondaryScienceGuidanceReport.pdf.
Education Endowment Foundation (2021) Education Endowment Foundation Teaching and Learning Toolkit: Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learningtoolkit.
Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009) The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children:
A Meta-Analysis. Journal of Research on Educational Effectiveness, 2(1), 1–44. Available at: https://doi.org/10.1080/19345740802539200.
Hodgen, J., Foster, C., Marks, R. & Brown, M. (2018) Improving Mathematics in Key Stages Two and Three: Evidence Review, 149-157. Available at: Hodgen_ImprovingMathematicsInKeyStages3And4EvidenceReview.pdf, Institute of Education Sciences. (2009) Assisting Students Struggling with Mathematics: Response to Intervention for Elementary and Middle Schools. Available at: IES_AssistingStudentsStrugglingWithMathematics.pdf. Jay, T., Willis, B., Thomas, P., Taylor, R., Moore, N., Burnett, C., Merchant, G., Stevens, A. (2017) Dialogic Teaching: Evaluation Report. Available at: https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/dialogicteaching. Kalyuga, S. (2007) Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19(4), 509-539. Available at: https://doi.org/10.1007/s10648-007-9054-3.
Kirschner, P., Sweller, J., Kirschner, F. & Zambrano, J. (2018) From cognitive load theory to collaborative cognitive load theory. In International Journal of ComputerSupported Collaborative Learning, 13(2), 213-233. Available at: https://doi.org/10.1007/s11412-018-9277-y.
Leung, K. C. (2015) Preliminary Empirical Model of Crucial Determinants of Best Practice for Peer Tutoring on Academic Achievement Preliminary Empirical Model of Crucial Determinants of Best Practice for Peer Tutoring on Academic Achievement. Journal of Educational Psychology, 107(2), 558–579. Available at: https://doi.org/10.1037/a0037698.
*Rosenshine, B. (2012) Principles of Instruction: Research-based strategies that all teachers should know. American Educator, 12–20. Available at: Rosenshine_PrinciplesOfInstruction.pdf.
Sweller, J. (2016) Working Memory, Long-term Memory, and Instructional Design. Journal of Applied Research in Memory and Cognition, 5(4), 360–367. Available at: http://doi.org/10.1016/j.jarmac.2015.12.002.
Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Travers, M. C. (2018) Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment. Research Papers in Education, 34(4), 425444. Available at: https://doi.org/10.1080/02671522.2018.1452962.
Van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015) The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43(5), 615-641. Available at: https://doi.org/10.1007/s11251-015-9351-z.
Wittwer, J., & Renkl, A. (2010) How Effective are Instructional Explanations in ExampleBased Learning? A Meta-Analytic Review. Educational Psychology Review, 22(4), 393409. Available at: https://doi.org/10.1007/s10648-010-9136-5.
Zimmerman, B. J. (2002) Becoming a Self-Regulated Learner: An Overview, Theory Into Practice. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2.
Adaptive Teaching
Standard 5 - Adapt teaching
[Key reading recommendations are indicated with an asterisk.]
Belland, B. R., Walker, A. E., & Kim, N. J. (2017) A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education. Review of Educational Research, 87(6), 1042- 1081. Available at: https://doi.org/10.3102/0034654317723009.
Cullen, M. A., Lindsay, G., Hastings, R., Denne, L., & Stanford, C. (2020) Special Educational Needs in Mainstream Schools: Evidence Review. Available at: Cullen_SENDEvidenceReview.pdf.
Davis, P., Florian, L., Ainscow, M., Dyson, A., Farrell, P., Hick, P., Rouse, M. (2004) Teaching Strategies and Approaches for Pupils with Special Educational Needs: A Scoping Study. Available at: Davis_TeachingStrategiesAndApproachesForPupilsWithSEND.pdf.
Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018) Effective differentiation Practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24(February), 31–54. Available at: https://doi.org/10.1016/j.edurev.2018.02.002.
Education Endowment Foundation (2020) Special Educational Needs in Mainstream School Guidance Report. Available at: EEF_SENDInMainstreamSchool.pdf.
*Education Endowment Foundation (2021) Education Endowment Foundation Teaching and Learning Toolkit: Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learningtoolkit.
Gallagher, M. A., Parsons, S. A., & Vaughn, M. (2022). Adaptive teaching in mathematics: A review of the literature. Educational Review, 74(2), 298-320. Available at: https://doi.org/10.1080/00131911.2020.1722065.
Hattie, J. (2009) Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
Kriegbaum, K., Becker, N., & Spinath, B. (2018) The Relative Importance of Intelligence and Motivation as Predictors of School Achievement: A meta-analysis. Educational Research Review. Available at: https://doi.org/10.1016/j.edurev.2018.10.001.
McLeskey et al. (2017) High-leverage practices in special education. Arlington, VA: Council for Exceptional Children and CEEDAR Center. Available at: McLeskey_HighLeveragePracticesInSpecialEducation.pdf. OECD (2015) Pisa 2015 Result: Policies and Practices for Successful Schools. Available at: https://doi.org/10.1787/9789264267510-en. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008) Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9 (3). Available at: https://doi.org/10.1111/j.1539-6053.2009.01038.x.
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018) To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science, 29(4), 549–571. Available at: https://doi.org/10.1177/0956797617739704.
Speckesser, S., Runge, J., Foliano, F., Bursnall, M., Hudson-Sharp, N., Rolfe, H. & Anders, J. (2018) Embedding Formative Assessment: Evaluation Report. Available at: https://educationendowmentfoundation.org.uk/projects-andevaluation/projects/embedding-formative-assessment.
Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016) What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K-12 Students Academic Achievement: Findings of Two Second-Order Meta-Analyses. Review of Educational Research, 86(4), 849-899. Available at: https://doi.org/10.3102/0034654316675417.
Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Travers, M. C. (2018) Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment. Research Papers in Education, 34(4), 425444. Available at: https://doi.org/10.1080/02671522.2018.1452962.
Assessment
Standard 6 - Make accurate and productive use of assessment
[Key reading recommendations are indicated with an asterisk.]
*Black, P., & Wiliam, D. (2009) Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1), 8–21. https://doi.org/10.1177/003172170408600105.
Christodoulou, D. (2017) Making Good Progress: The Future of Assessment for Learning. Oxford: OUP. *Coe, R. (2013) Improving Education: A triumph of hope over experience. Centre for Evaluation and Monitoring.
*Education Endowment Foundation (2021) Teacher Feedback to Improve Pupil Learning Guidance Report. Available at: EEF_TeacherFeedbackToImproveLearning.pdf.
Education Endowment Foundation (2021) Education Endowment Foundation Teaching and Learning Toolkit: Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learningtoolkit.
Gibson, S., Oliver, L. and Dennison, M. (2015) Workload Challenge: Analysis of teacher consultation responses. Department for Education. Available at: Gibson_WorkloadChallengeAnalysisOfTeacherConsultationResponses.pdf.
Hattie, J., & Timperley, H. (2007) The Power of Feedback. Review of Educational Research, 77(1), 81–112. Available at: https://doi.org/10.3102/003465430298487.
Harlen, W. & James, M. (1997) Assessment and Learning: differences and relationships between formative and summative assessment, Assessment in Education: Principles, Policy & Practice 4:3, 365-379. Available at: https://doi.org/10.1080/0969594970040304.
Kluger, A. N., & DeNisi, A. (1996) The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.
Psychological Bulletin, 119(2), 254–284. Available at: https://doi.org/10.1037/00332909.119.2.254. Sadler, D. (1989) Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. Available at: Sadler_FormativeAssessmentAndTheDesignOfInstructionalSystems.pdf. Speckesser, S., Runge, J., Foliano, F., Bursnall, M., Hudson-Sharp, N., Rolfe, H. & Anders, J. (2018) Embedding Formative Assessment: Evaluation Report. Available at: https://educationendowmentfoundation.org.uk/projects-andevaluation/projects/embedding-formative-assessment.
Wiliam, D. (2010) What Counts as Evidence of Educational Achievement? The Role of Constructs in the Pursuit of Equity in Assessment. Review of Research in Education, 34, 254-284. Available at: https://doi.org/10.3102/0091732X09351544.
Managing Behaviour
Standard 7 - Manage behaviour effectively
[Key reading recommendations are indicated with an asterisk.]
*Carroll, J., Bradley, L., Crawford, H., Hannant, P., Johnson, H., & Thompson, A. (2017). SEN support: A rapid evidence assessment. Available at: Carroll_SENSupportARapidEvidenceAssessment.pdf.
Chapman, R. L., Buckley, L., & Sheehan, M. (2013) School-Based Programs for Increasing Connectedness and Reducing Risk Behavior: A Systematic Review. Educational Psychology Review, 25(1), 95–114. Available at: https://doi.org/10.1007/s10648-013-9216-4.
Chatzitheochari, S., Parsons, S., & Platt, L. (2016). Doubly Disadvantaged? Bullying Experiences among Disabled Children and Young People in England. Sociology, 50(4), 695–713. Available at: https://doi.org/10.1177/0038038515574813.
*Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014) What makes great teaching. Review of the underpinning research. Durham University: UK. Available at: Coe_WhatMakesGreatTeaching.pdf. Department for Education (2019) Omnibus survey of pupils and their parents or carers: wave 6 research report. Available at: DFE_OmnibusSurveyOfPupilsAndTheirParentsOrCarers.pdf.
*Education Endowment Foundation (2018) Improving Secondary Science Guidance Report. Available at: EEF_ImprovingSecondaryScienceGuidanceReport.pdf.
*Education Endowment Foundation (2021) Education Endowment Foundation Teaching and Learning Toolkit: Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learningtoolkit.
Education Endowment foundation (2019) Improving Social and Emotional Learning in Primary Schools Guidance Report. Available at: EEF_ImprovingSocialAndEmotionalLearningInPrimarySchools.pdf. Education Endowment Foundation (2021) Improving Behaviour in Schools Guidance Report. Available at: EEF_ImprovingBehaviourInSchools.pdf.
Education Endowment Foundation (2023) Early Years Evidence Store. Available at: https://educationendowmentfoundation.org.uk/support-for-schools/evidence-for-theearly-years/early-years-evidence-store.
Education Endowment Foundation (2022) Early Years Toolkit. Available at: https://educationendowmentfoundation.org.uk/education-evidence/early-years-toolkit.
Gutman, L. & Schoon, L. (2013) The impact of non-cognitive skills on the outcomes of young people. Available at: Gutman_TheImpactOfNon-CognitiveSkills.pdf.
*Institute of Education Sciences (2008) Reducing Behavior Problems in the Elementary School Classroom. Available at: IES_ReducingBehaviourProblems.pdf.
Kern, L., & Clemens, N. H. (2007) Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65–75. Available at: https://doi.org/10.1002/pits.20206.
Lazowski, R. A., & Hulleman, C. S. (2016) Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. Available at: https://doi.org/10.3102/0034654315617832.
Sibieta, L., Greaves, E. & Sianesi, B. (2014) Increasing Pupil Motivation: Evaluation Report. Available at: https://educationendowmentfoundation.org.uk/projects-andevaluation/projects/increasing-pupil-motivation/.
Ursache, A., Blair, C., & Raver, C. C. (2012) The promotion of self‐regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6(2), 122-128. Available at: https://doi.org/10.1111/j.1750-8606.2011.00209.x.
*Willingham, D. T. (2009) Why don’t students like school? San Francisco, CA: JosseyBass. Available at: Willingham_WhyDontStudentsLikeSchool.pdf.
Wubbels, T., Brekelmans, M., den Brok, P., Wijsman, L., Mainhard, T., & van Tartwijk, J. (2014) Teacher-student relationships and classroom management. In E. T. Emmer, E. Sabornie, C. Evertson, & C. Weinstein (Eds.). Handbook of classroom management: Research, practice, and contemporary issues (2nd ed., pp. 363–386). New York, NY: Routledge.
Yeager, D. S., & Walton, G. M. (2011) Social-Psychological Interventions in Education: They’re Not Magic. Review of Educational Research, 81(2), 267–301. https://doi.org/10.3102/0034654311405999.
Professional Behaviours
Standard 8 - Fulfil wider professional responsibilities
[Key reading recommendations are indicated with an asterisk.]
Allen JP, Pianta RC, Gregory A, Mikami AY, Lun J (2011) An interaction-based approach to enhancing secondary school instruction and student achievement. Science 333(6045):1034-1037. Available at: https://doi.org/10.1126/science.1207998.
Basma, B. & Savage, R. (2018) Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis. Education Psychology Review. 30: 457-481. Available at: https://doi.org/10.1007/s10648-017-9416-4.
Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A., & Webster, R. (2009) Deployment and impact of support staff in schools: Characteristics, Working Conditions and Job Satisfaction of Support Staff in Schools. Available at: Blatchford_DeploymentAndImpactOfSupportStaffInSchools.pdf.
*Carroll, J., Bradley, L., Crawford, H., Hannant, P., Johnson, H., & Thompson, A. (2017). SEN support: A rapid evidence assessment. Available at: Carroll_SENSupportARapidEvidenceAssessment.pdf. *Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L. & Coe, R. (2015) Developing Great Teaching. Available at: https://tdtrust.org/about/dgt.
Darling-Hammond, L. (2009) Professional Learning in the Learning Profession. Available at: Darling-Hammond_ProfessionalLearningintheLearningProfession.pdf.
Department for Education (2018) Schools: guide to the 0 to 25 SEND code of practice. Available at: DFE_SchoolsGuideToThe0to25SENDCodeOfPractice.pdf.
*Education Endowment Foundation (2015) Making Best Use of Teaching Assistants Guidance Report. Available at: EEF_MakingBestUseOfTeachingAssistants.pdf.
Education Endowment Foundation (2021) Education Endowment Foundation Teaching and Learning Toolkit: Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learningtoolkit.
Education Endowment Foundation. (2021). Effective Professional Development Guidance Report Available at: EEF_EffectiveProfessionalDevelopment.pdf.
Education Endowment Foundation (2024) Using Research Evidence: A Concise Guide. Available at: https://educationendowmentfoundation.org.uk/support-for-schools/usingresearch-evidence.
Heyder, A., Südkamp, A., Steinmayr, R. (2020). How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs? Learning and Individual Differences, 77. Available at: https://doi.org/10.1016/j.lindif.2019.101776.
Hughes, D., Mann, A., Barnes, S., Baladuf, B. and McKeown, R. (2016). Careers education: International literature review. Available at: Hughes_CareersEducationInternationalLiteratureReview.pdf.
Kraft, M., Blazar, D., & Hogan, D. (2018) The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence. Review of Educational Research, 88(4), 547-588. Available at: https://doi.org/10.3102/0034654318759268.
Sims, S., Fletcher-Wood, H., O'Mara-Eves, A., Cottingham, S., Stansfield, C., Van Herwegen, J., & Anders, J. (2021). What are the characteristics of teacher professional development that increase pupil achievement? A systematic review and meta-analysis. Available at: Sims_WhatAreTheCharacteristicsOfTeacherProfessionalDevelopment.pdf.
Skaalvik, E. M., & Skaalvik, S. (2017) Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15–37. Available at: https://doi.org/10.1007/s11218-0169363-9.