Cognitive load theory: Research that teachers really need to understand

Centre for Education Statistics and Evaluation

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Five Things I Wish I knew When I started Teaching

Carl Hendrick

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High-performing primary schools: What do they have in common?

William Louden

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How should we teach reading?

Kerry Hempenstall, RMIT University

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How to improve student educational outcomes: New insights from data analytics

Mona Mourshed, Marc Krawitz, and Emma Dorn

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One sentence at a time: The need for Explicit Instruction in teaching students to write well

Judith C. Hochman, Natalie Wexler

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Principal Leadership and School Performance: An integration of transformational and instructional leadership

Helen Marks, Susan Printy

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Principles of Instruction: Research-based Strategies that all Teachers Should Know

Barak Rosenshine

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Putting evidence to work: How can we help new teachers use research evidence to inform their teaching?

TeachFirst

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Reframing the Mind

David T. Willingham

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Spaced Repetition: The most effective way to learn

Josette Akresh-Gonzales

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Student-Program Alignment and Teaching to Mastery

Siegfried Engelmann

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Ten Myths About Math Education And Why You Shouldn't Believe Them

K.Budd, et al.

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The Focused Leader

Daniel Goleman

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The High Cost of Neuromyths in Education

Judy Willis MD

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The Interleaving Effect: Mixing It Up Boosts Learning

Steven C. Pan

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The Myths & About Direct Instruction

Shaun Killian

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What doesn't work education: The politics of distraction

John Hattie

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What Sire Ken Got Wrong

Sir Ken Robinson

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Why Jaydon can't read: The triumph of ideology over evidence in teaching reading

Jennifer Buckingham, Kevin Wheldall, Robyn Beaman-Wheldall

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