- > Articles
30th May 2023
Bradford Research School: Disciplinary Literacy: The Language and the thinking
According to ELIS (2013): “The suggestion is that different disciplines (or subject areas) have thinking and language practices that are specific to them and that students are likely to be held back from a full understanding of the content of such disciplines to the extent that they do not master the related language and thinking practices.”
16th May 2023
Bradford Research School: Effective Professional Development: Encouraging self-monitoring
Professional Development may be more effective if it establishes a method whereby teachers can monitor and record their own performance. That’s the key message from Mechanism 13 of the EEF’s Effective Professional Development guidance report.
11th May 2023
Bradford Research School: Dixons new approach to professional growth
We have recently launched an approach to professional growth which aims to fuel future performance and strengthen our relationships by introducing coaching check-ins for all members of Team Dixons.
9th May 2023
Bradford Research School: Knowledge: Never the same river twice
Revisiting previously learnt content is an important part of curriculum design. Pupils forget, so it is necessary to revisit, often through retrieval.
3rd May 2023
Bradford Research School: The tentative language of evidence
For most areas in education, we can make tentative statements based on the available evidence. We can weigh up evidence, and use that to help us decide what would be the most fruitful thing to focus on. We place our ‘best bets’. It’s important that when we communicate these ‘best bets’, we acknowledge that tentative nature of our claims.
24th April 2023
Bradford Research School: Effective Professional Development: Action planning
The role of action planning in closing the knowing-doing gap.
19th April 2023
Bradford Research School: Evidence-informed practice
Since 2018, we have been proud to be the home of Bradford Research School, one of 38 across the country supporting schools in the use of evidence to improve teaching practice.
14th March 2023
"There’s no such thing as children and SEND children, only children."
Nicole Dempsey, Director of SEND and Inclusion, shared how and why she evolved an alternative approach to SEND inclusion, first at one of the academies and now, increasingly, throughout the trust.