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What does it mean to be ‘evidence-informed’ in teaching?

What does it mean to be ‘evidence-informed’ in teaching?

With the publication of the Education Endowment Foundation report on Cognitive Science Approaches in the Classroom, there’s been a flurry of discussion about what it says and what the implications are for teachers. This is great to see – (once you filter the inevitable over-simplifications and weird misplaced triumphalism. You see – I told you). … Continue reading

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