These projects have a particular emphasis on teachers’ own learning. They look at ways in which teachers can support one another and share their expertise and how CPD can be structured in ways that help teachers learn together and from one another (as well as from research and expert input) to improve student outcomes.
Research is organised into a number of themes. You can explore all of our research in this section.
Within each area the research is grouped according to the type of project and scale of the research:
- Action Research Fellowships: brief reports of small-scale projects carried out by individual teachers with some guidance from academic researchers within the Oxford Education Deanery.
- Enhanced Masters: reports of research and development projects conducted by teachers within partner schools as part of the Masters in Learning and Teaching.
- Deanery Collaborations: research projects conducted by academic researchers working in collaboration with partner schools, shaped by schools’ concerns and supported by their Research Champions.
- University Research: news or summaries of research conducted by academics within the Department of Education or the wider University that may be of direct relevance to local schools.
This section includes research that relates to teaching, learning, and assessment within specific areas of the curriculum. In some cases the research is focused on wider issues (e.g. literacy) within a particular subject (e.g. extended writing in science); in others the subject dimension is central (e.g. teaching fractions).
The projects in this section focus very directly on understanding the experience and views of young people in school, exploring how teachers can assess students’ perspectives in order to support them more effectively and give them greater control over their own learning.
These projects deal with a range of assessment issues, looking at different approaches to defining, measuring and reporting on students’ progress. Many are focused specifically on feedback: how teachers can make most productive use of their time to help students identify the strengths in their work and understand the next steps they need to take.
These projects tend to focus on the operation and impact of particular elements within whole-school behaviour policies, such as the use of reward systems or ways of structuring restorative conversations to rebuild productive relationships between students and teachers.
The studies presented here look at different aspects of motivation. Some consider the extent to which students feel connected to and part of the school community, and others focus on specific features of classroom practice, such as the impact of language used in feedback or the use of rewards.
These projects focus on the processes that take place in all classrooms: teaching strategies, such as questioning and explanation; or strategies required of learners, such as reading and comprehension or drawing inferences. Many are concerned with the way in which students think about and approach their learning: the processes of metacognition and self-regulation.
These are projects that focus on meeting the needs of particular students. Some of them are concerned with students in very specific circumstances, including high prior attainers who may need more challenge as well as those who are facing more obvious barriers to their learning. Others look more broadly at creating an inclusive classroom context.