Browse by original document publication date

Building the Expert Teacher Prototype: A Metasummary of Teacher Expertise Studies in Primary and Secondary Education - Educational Research Review
This research report was recently published in the Educational Research Review. It presents results from a metasummary of studies examining the characteristics of expert teachers.
EPRS 22/23 45
Key Stage 2 and Early Labour Market Outcomes - DfE
This report from Louis Hodge at the DfE estimates the effects of marginal improvements in KS2 test scores.
EPRS 22/23 54
Languages Provision in UK Further Education - British Academy and Queen's University Belfast
This report from the British Academy and Queen’s University Belfast provides an overview of MFL provision in the UK’s further education sector.
EPRS 22/23 60
The Appliance of Science: Exploring the Use of Context in Reformed Science GCSE Qualifications - Cambridge University Press and Assessment
This report from Cambridge University Press and Assessment explores how contexts are used in GCSE assessments.
EPRS 22/23 46
The Future of Inspection - Association of School and College Leaders (ASCL)
This report from the Association of School and College Leaders (ASCL) argues for changes in the inspection system in England.
EPRS 22/23 64
Transitioning to a Multi-Academy Trust Led System: What does the Evidence Tell Us? - NFER
This research report from the National Foundation for Educational Research investigates how the mainstream school system has evolved to date. It explores the pros and cons of the government’s drive to pursue an all-MAT system.
EPRS 22/23 55
What Works at Key Stage 4 in Terms of Improving GCSE Outcomes, Two or Three Years of Study? - Education Endowment Foundation
This report from the Education Endowment Foundation investigates the extent of, and rationale for, offering a 2- or 3-year KS4 in England and explores how the length of KS4 has affected pupil outcomes at GCSE.
EPRS 22/23 53
Why Open Access is Not Enough: Spreading the Benefits of Research - Higher Education Policy Institute
This briefing note from the Higher Education Policy Institute investigates reasons for the lack of engagement with Open Access research.
EPRS 22/23 49