Short, plain-language explainers written by the people doing the research. No jargon, no paywall — just what we are studying, why it matters, and what it means for the lessons you teach.
Classroom talk is not the same as classroom discussion. This piece unpacks what dialogic teaching asks of a teacher, the moves that distinguish it from recitation, and what we have seen when we look closely at real lessons.
The phrase turns up in every CORE report. It describes the relationship between teacher, student and content — and why changing one without the others rarely shifts learning.
A walkthrough of the individualised report participating schools receive: what each section is telling you, what it deliberately does not say, and which parts are most useful for department conversations.
The most common question we get from staffrooms. An explanation of what a baseline study is for, and why grading practice would undermine the very thing we are trying to document.
Vocabulary, talk, and the balance between language use and content. A short guide to the questions driving the Mother Tongue strand and how they were chosen.
Five multiple-choice questions at the end of a lesson. What that tiny instrument can and cannot tell us, and why we ask the same students repeatedly.
What actually happens to a recorded lesson: how it is coded, what coders are trained to notice, and the checks that keep two coders seeing the same thing.
Explainers run to roughly 800–1,200 words and are written for a teacher who has never read an education research paper. If you have a topic in mind, or a paper worth translating, get in touch.
