Spotlight on Evidence


In this section we will spotlight individual influential pieces of research evidence, providing a summary and links to source documents and linked resources, where appropriate.

This section will also feature case studies of the use of research evidence in practice written by Evidence Leads in Education and school practitioners. 

To sign up to receive new Spotlight on Evidence posts directly to your inbox, click here.

If this content appeals to you, you may also find the EEF 'Evidence into Action' podcast series useful. 


 

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  • 07/06/22

    Moving forwards, making a difference

    "For two years, schools have been grappling with real uncertainty. Questions from whether they would be open one day to the next, to how best to support learning, both remotely and in-class, have loomed large over daily life in schools. Amidst these challenges, teachers and school leaders...
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  • 25/04/22

    Social and Emotional Learning in Primary Schools

    “Upon returning to the classroom after partial school closures, staff reported that a significant proportion of children were demonstrating noticeably poorer interpersonal skills than they had prior to partial school closures. Specifically, children were increasingly struggling...
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  • 09/03/22

    Making Best Use of Teaching Assistants

    The number of full-time equivalent TAs more than trebled in the period from 2000 to 2018, when the second edition of Making Best Use of Teaching Assistants was published. By that point Teaching Assistants comprised over a quarter of the workforce in mainstream schools in England: 35% of the pri...
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  • 01/02/22

    EEF launches updated version of the Improving Literacy in KS2 Guidance Report

    The Education Endowment Foundation (EEF) published this ‘second phase’ Guidance Report in November 2021, including additional examples, explanations and resources to support implementation of the 7 original core recommendations. You can access the report and associated resources here...
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  • 06/01/22

    Metacognition and self-regulation - high impact, low cost

    “Self-regulated learners are aware of their strengths and weaknesses, and can motivate themselves to engage in, and improve, their learning” Since as far back as 2011, the EEF has reported on the positive and value for money impact of metacognitive approaches on pupil learning in its...
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  • 24/11/21

    Teacher Feedback to Improve Pupil Learning

    In June 2021, the Education Endowment Foundation (EEF) published a Guidance Report entitled 'Teacher Feedback to Improve Pupil Learning'. In this article, we summarise its key recommendations. You can view and download the report and summary poster here.
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