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Submitted URL: http://my.chartered.college/impact
Effective URL: https://my.chartered.college/impact/
Submission: On November 13 via manual from AU — Scanned from GB
Effective URL: https://my.chartered.college/impact/
Submission: On November 13 via manual from AU — Scanned from GB
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NameProviderPurposeMaximum Storage DurationTypewpEmojiSettingsSupports [x3]my.chartered.college chartered.college staging.chartered.collegeThis cookie is part of a bundle of cookies which serve the purpose of content delivery and presentation. The cookies keep the correct state of font, blog/picture sliders, color themes and other website settings.SessionHTML Local Storage__cflbapi2.hcaptcha.comRegisters which server-cluster is serving the visitor. This is used in context with load balancing, in order to optimize user experience. 1 dayHTTP Cookie__cf_bm [x6]Calendly news.chartered.college Padlet r1.dotdigital-pages.com VimeoThis cookie is used to distinguish between humans and bots. This is beneficial for the website, in order to make valid reports on the use of their website.1 dayHTTP Cookie__cfruidCalendlyThis cookie is a part of the services provided by Cloudflare - Including load-balancing, deliverance of website content and serving DNS connection for website operators. 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Whole Site Early Career Hub Early Childhood Hub Impact Journal Research Hub Whole Site Results See all results login * Our Hubs Research-informed content to support your practice Support and advice for new teachers Support and advice for early years practitioners Footage of classroom practice, interviews and webinars Access our online learning platform, courses and information about Chartered Status * Impact Journal * Store * Events * Podcast * Join You are here: Home > Impact Issues No products in the basket. £0.00 0 Basket IMPACT: JOURNAL OF THE CHARTERED COLLEGE OF TEACHING Impact is the termly journal of the Chartered College. It connects research findings to classroom practice, with a focus on the interests and voices of teachers and educators. It supports the teaching community by promoting discussion around evidence within the classroom, and enabling teachers to share and reflect on their own use of research. Each peer-reviewed issue is themed around a critical topic for practitioners with a guest editor who is a specialist in the field. Issues feature a wide range of original research articles and expert perspectives from teachers, schools leaders and academics. Impact is produced in print and online, with extra features available online. CURRENT ISSUE ISSUE 22: AUTUMN 2024 Published: September 2024 Guest Edited By: Tanya Ovenden-Hope This issue explores the theme of embedding a culture of research in schools, with sections on: * Leading research-rich schools * Evidence-informed professional development * Context matters in educational research * Overcoming challenges in evidence-informed practice LATEST FROM IMPACT View all * Editorial FROM THE EDITOR Author(s): Tanya Ovenden-Hope * Perspective Article SCHOOLS AS LEARNING ORGANISATIONS: A FRAMEWORK TO IMPROVE RESEARCH ENGAGEMENT Author(s): Mark Leswell * Original Research LEADING QUALITY USE OF RESEARCH IN SCHOOLS Author(s): Jo Gleeson, Mark Rickinson, Lucas Walsh and Blake Cutler * Perspective Article HOW QTLS ACCREDITATION ENHANCES EVIDENCE-INFORMED PRACTICE IN FURTHER EDUCATION Author(s): Stephanie Marshall-Whitley * Case Study A DISTRIBUTED LEADERSHIP APPROACH TO EVIDENCE-INFORMED PRACTICE: HOW ONE SCHOOL WIDENS STAFF ENGAGEMENT WITH TEACHING AND LEARNING RESEARCH Author(s): Emily Giubertoni * Perspective Article CRITICALITY IN EVIDENCE-INFORMED TEACHING: EXPANSIVE LEARNING WITH ROSENSHINE Author(s): Christian Bokhove and Rosalyn Hyde * Case Study HOW TEACHER-LED RESEARCH CAN MEANINGFULLY CONTRIBUTE TO APPRAISALS Author(s): Lisa Edmenson and Emma Aubrey * Case Study TEACHER INQUIRY QUESTIONS: A TRUST-WIDE SHIFT Author(s): Jo Stawman and Gemma Parker VIEW OUR CATALOGUE BELOW ISSUE 22: AUTUMN 2024 September 2024 ISSUE 21: APPROACHES TO ASSESSMENT May 2024 ISSUE 20: CONNECTING THE DOTS BETWEEN PEDAGOGY, CURRICULUM AND CULTURE February 2024 ISSUE 19: EFFECTIVE PEDAGOGY AND APPLYING RESEARCH IN PRACTICE September 2023 ISSUE 18: CURRICULUM INNOVATION AND IMPACT May 2023 ISSUE 17: TEACHER EFFECTIVENESS AND TEACHER DEVELOPMENT February 2023 ISSUE 16: COGNITIVE SCIENCE AND BEYOND September 2022 ISSUE 15: EFFECTIVE LEARNING ENVIRONMENTS May 2022 ISSUE 14: CURRICULUM, PEDAGOGY AND LEARNING February 2022 ISSUE 13: PROFESSIONAL DEVELOPMENT September 2021 ISSUE 12: ASSESSMENT AND FEEDBACK Summer 2021 ISSUE 11: TEACHER RECRUITMENT, RETENTION AND PROGRESSION Spring 2021 2020 SPECIAL ISSUE: YOUTH SOCIAL ACTION AND CHARACTER EDUCATION Special Issue 2020 ISSUE 10: DEVELOPING EVIDENCE-INFORMED TEACHING TECHNIQUES TO SUPPORT EFFECTIVE LEARNING Autumn 2020 ISSUE 9: LEARNING, LEADERSHIP AND TEACHER EXPERIENCE Summer 2020 ISSUE 8: COGNITION AND LEARNING Spring 2020 ISSUE 7: ARTS, CREATIVITY AND CULTURAL EDUCATION Autumn 2019 ISSUE 6: BROAD AND BALANCED CURRICULUM Summer 2019 ISSUE 5: DEVELOPING A LEARNING CULTURE Spring 2019 2019 SPECIAL ISSUE: EDUCATION TECHNOLOGY January 2019 FUTURE ISSUES Calls for submissions open throughout the year. All open calls are available via the button below. Check Submissions area ISSUE 23: SPRING 2025 Theme: Teacher professionalism Publish Date: February 2025 ISSUE 24: SUMMER 2025 Theme: Adaptive teaching and inclusive practices Publish Date: May 2025 Facebook Twitter Instagram Linkedin © 2024 The Chartered College of Teaching Impact Submission Guidelines Impact Peer Review Process Impact Editorial Board About Privacy Policy Terms of use Accessibility Information Pears Pavillion Corum Campus 41 Brunswick Square London WC1N 1AZ hello@chartered.college 020 3433 7624