The Chartered College of Teaching is the professional body for all teachers, seeking to connect, inform and inspire. Our aim is to equip teachers with access to research to support the development of evidence-informed practice.
Membership of the Chartered College includes access to a termly journal, Impact. This supports the teaching community by promoting discussion around evidence in the classroom, and enabling teachers to share and reflect on their 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, school leaders and academics.
Call for papers
Issue 3 | Summer term 2018 – Developing effective learners
Guest Editor: Professor Jonathan Sharples, Senior Researcher, Education Endowment Foundation
Topics can include, but are not limited to:
The relationship between skills and knowledge
Teaching novice and expert learners - e.g. direct instruction, effective group work
Culture of learning - e.g. behaviour management, rewards and sanctions, motivation, parental engagement
Developing language and literacy as the building blocks for learning
Article types include:
Summaries of current, original research (including practitioner research) with their implications for pedagogy
Perspectives on research in curriculum theory and practice
Teacher reflections on a specific piece of research and how it has informed your practice.
We encourage submissions across the full range of settings and phases.
We are also happy to receive submissions for areas of particular interest to teachers outside of these topics for consideration either in the print or online edition of Impact.
If you wish to submit to this issue please send your proposed title and 150-250 word abstract, specifying which article type you intend to write, using the online form here.
All proposals submitted: 31st January 2018
Notifications of accepted proposals sent to authors: 14th February 2018
Full drafts submitted: 12th March 2018