Teachers
Research Topic
Language: English
This is a research topic created to provide authors with a place to attach new problem publications.
Research problems linked to this topic
- What impact does accountability and inspection have on key outcomes for the education system, including internationally?
- How can schools and local partners work together effectively to reduce persistent and severe absence?
- How do AI and other digital technologies support existing ways of working in schools and colleges? What are the main opportunities for the future?
- What are the potential impacts of AI, and how can new technologies be used safely and effectively within education?
- What are the features of high-quality tutoring? Applied research might demonstrate how schools can use tutoring across phases and subjects to help pupils who are behind, or to stretch pupils.
- In what ways can AI and other digital technology reduce teacher workload and improve student outcomes? How can AI and digital technology impact on productivity?
- How can we best support and promote mental health and wellbeing in schools, colleges and higher education?
- What are the barriers to learning experienced by pupils with SEND, and what strategies are effective in helping them overcome these barriers?
- Which school-wide (or school trust-wide) systems, processes, and interventions improve pupil attainment and narrow disadvantage attainment gaps? Applied research might explore, for instance, how leaders use behaviour systems, pupil setting, the length of the school day, and whole-school enrichment interventions.
- How can we improve the education experiences and outcomes for children and young people with SEND or in AP? How do we best identify needs and level of need, what are the benefits of early intervention, and what are appropriate outcomes to measure for this group?
- What are the most valid and reliable assessment methods, and how are these used effectively in schools to support and assess pupil learning? Which ways of representing and sequencing curricula are most effective in supporting pupil learning and why?
- How can schools and school trusts use their resources (including staffing, estates and technology) more effectively and efficiently?
- What models of management and professional development of teaching and nonteaching roles support efficient and safe use of data and technology including AI?
- What are the different ways that outdoor learning can affect young people and how can they be measured?
- How can we improve outcomes for all pupils, especially those from disadvantaged backgrounds and those with SEND?
- What are the characteristics of the SEND and AP workforce? What are the barriers to SEND and AP staff recruitment and retention, and how can we overcome these?
- How do schools use in-school units such as SEN Units, Resourced Provision and in-school Alternative Provision to improve pupil outcomes?
- How can professional development be used to help teachers and school leaders to become more effective? What are the features of both the design and delivery of effective teacher and school leader professional development, at scale? Why are these features effective?
- What are the barriers to FE staff recruitment and retention, particularly in areas of existing shortage and predicted need?
- What works in improving youth outcomes?
- What is the social and developmental impact of culture and creative education at schools and higher education?
- What are the characteristics of successful initial teacher training candidates?
- How can we improve teaching quality in ways that scale?
- What knowledge and skills do all teachers and school leaders need to support pupils with SEND? How should this differ throughout the stages of a teacher’s career?
- How can we better integrate technical education into our schools?
- How can we assess teaching quality and support schools in making valid and proportionate assessments of quality (e.g. comparing novice and expert practice; monitoring impact on pupil outcomes)?
- What teaching approaches are most effective in helping pupils to pay attention, grasp new ideas, develop skill (such as writing), retain knowledge, transfer knowledge, and be motivated to learn? Why are these approaches most effective? Applied research might include, for example: how various forms of retrieval practice can help pupils retain knowledge for longer periods, or how teacher instruction, teacher questioning, and in-class reading can be used to enhance understanding, and how these effects vary across different phases or subjects.
- How do device ratios impact students and teachers?
- What factors influence the recruitment and retention of teachers at all stages of their careers – particularly in schools that serve disadvantaged communities?
- How can we best support children and young people with special educational needs and disabilities (SEND) and those who attend Alternative Provision (AP)?
- What are the barriers and opportunities for recruiting and retaining teachers, and how does this vary by subject, school type, area, and region?
- What are the drivers of pupil attendance and absence?
- What are the impacts of teacher workload on graduate career decisions and staff retention? What are the potential impacts of improved flexible working, pay and financial incentives for graduates?
- How can the impact of digital technology be robustly measured, and implemented in a way that supports teachers and learners?
- What does evidence from the natural and cognitive sciences suggest about how schools might influence pupil motivation, behaviour, and learning? How can this be translated into teaching practices that reliably improve pupil attainment?
- How do we create a SEND and AP system that better meets the needs of children and their families? Building on the SEND and AP improvement plan, we would like to better understand local delivery, partnership working in the system, cost and financial stability. What does good provision look like and how can we share best practice?
- What are the most effective approaches to upskilling the education workforce to use AI well? What impact could this have on productivity?
- What are the best ways to ensure that AI is used safely, ethically, and in ways that protect the data and interests of children, young people, teachers, and schools and colleges? What forms of regulation and enforcement may be appropriate?
- What activities do school trust leaders prioritise to improve their schools' performance?