The Complete researchED Book Series: Evidence-Informed Guides for Teachers

researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.

This series includes:

The researchED Guide to Explicit and Direct Instruction: An Evidence-Informed Guide for Teachers

n this edition, Adam Boxer examines Direct Instruction, editing contributions from writers including: Kurt Engelman; Kris Boulton; Greg Ashman; Gethyn Jones; Tom Needham; Lia Martin; Amy Coombe; Naveen Rivzi; John Blake; Sarah Barker; and Sarah Cullen

The ResearchED Guide to Education Myths

In this edition, Craig Barton busts the most damaging myths in education, editing contributions from writers including: Doug Lemov; Bob and Elizabeth Bjork; Mark Enser; and Claire Sealy.

The researchED Guide to Leadership: An Evidence-Informed Guide for Teachers

In this edition, Stuart Lock looks at the evidence surrounding effective school leadership, editing contributions from a wide range of writers.

The researchED Guide to Literacy: An Evidence-Informed Guide for Teachers

In this edition, James Murphy examines the latest evidence surrounding student literacy, editing contributions from a wide range of writers.

The researchED Guide to Assessment: An Evidence-Informed Guide for Teachers

In this researchED Guide to Assessment, Sarah Donarski brings together chapters by Dylan Wiliam, Tom Sherrington, Alison Peacock and many others to consider the debates, critique the strategies and find solutions that not only better the progress of pupils but also assist the wellbeing and manageability of workload for staff.

The researchED Guide to Primary Literacy: An Evidence-Informed Guide for Teachers

In this book, Stephen Lockyer brings together contributions from expert writers, including Clare Sealy, Emma Stokes, Neil Almond and Andrew Percival, to show how making tiny, incremental changes with consistency and genuine purpose can have a big effect on your students, their literacy, and their learning. Each chapter has an abundance of ideas to take into your classroom and have a direct impact on the pupils.

The researchED Guide to Professional Development: An Evidence-Informed Guide for Teachers

In this book, Jo Facer brings together contributions from expert writers including Elisabeth Bowling, Nimish Lad, Reuben Moore and Jenny Thompson, to consider what we might learn from cutting-edge research, and how we might apply this to the messy, on-the-ground reality of schools today.

The researchED Guide to The Curriculum: An Evidence-Informed Guide for Teachers

In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers.

The researchED Guide to Cognitive Science: An Evidence-Informed Guide for Teachers

In this edition, editor Kate Jones explores various principles from cognitive science that can be used to enhance teaching and learning, including cognitive load theory, dual coding theory, interleaving, retrieval practice and spaced practice. Kate has sourced contributions from teachers and researchers including: Jade Pearce, Sarah Cottingham, Adam Boxer, Jonathan Firth, Paul Kirschner and Pedro De Bruyckere, and Lekha Sharma.

The researchED Guide to Special Educational Needs: An Evidence-Informed Guide for Teachers

In this edition, Karen Wespieser examines the latest research surrounding pupils with special educational needs. editing contributions from writers including: Richard Selfridge; Sabrina Hobbs; Gary Jones; Kenny Wheeler; Oliver Caviglioli; Rob Webster; Barney Aglis; and Chris Rossiter

The researchED Guide to English as an Additional Language: An Evidence-Informed Guide for Teachers

In this edition, Hamish Chalmers provides a primer on the key questions teachers and researchers have about the education of children learning English as an Additional Language (EAL). From the general implications of teaching children in a language that many are still in the process of learning, to the specifics of EAL-friendly pedagogy, this volume includes contributions from both teachers and researchers in the field: Victoria Murphy, Constant Leung, Jonathan Bifield, Feyisa Demie, Ann-Margaret Smith, Naomi Flynn, Holly Joseph, Tracey Costley, Xiao Lan Curdt-Christiansen, and Eowyn Crisfield. Hamish Chalmers is a lecturer and EAL researcher at the University of Oxford, vice-chair of NALDIC – the UK’s EAL subject association – and erstwhile primary school teacher, both in the UK and overseas.