Inconsistent reporting of critical facets of classroom interventions and their related impact evaluations hinders the field's ability to describe and synthesize the existing evidence base. In this essay, we present a set of reporting guidelines intended to steer authors of classroom intervention studies toward providing more systematic reporting…

One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from…

Most professional development plans and strategies simply offer high-quality training or activities that teachers then decide how (or if at all) to implement in their classrooms. By using a targeted professional learning plan, schools can increase the likelihood of student success by using cycles of learning to incorporate professional development…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…