The termly journal for members
Impact, the termly journal of the Chartered College, 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, school leaders and academics. Impact is produced in print and available online with additional features for members only.
To visit the Impact site, please click here.
We are keen to encourage collaboration and debate by representing a wide range of views, and welcome submissions from educators and researchers. Impact includes contributions in the following formats:
- Original research articles
- Perspectives on the journal theme
- Case studies
- Teacher reflections on a piece of research that has informed your practice and how you have used it in the classroom.
The call for papers for issue 8 will open in September.
For ideas and suggestions for future issues of Impact, please email: firstname.lastname@example.org.
Peer review helps us to ensure that research articles are original, methodologically rigorous and relevant to our readership. During the peer review process, independent experts in the field evaluate and comment upon our submissions in order to generate constructive feedback for authors. Reviewers are asked to consider the originality, accuracy and clarity of research articles, as well as their significance for classroom practice. We follow a single-blind peer review policy (the reviewer remains anonymous). For more information on our peer review policy, email email@example.com.
Join our Review Panel
Impact is a fully peer-reviewed journal, listening to both the education research community and teaching professionals; if you are interested in being on the review panel then please email firstname.lastname@example.org.
- Alex Quigley, English Teacher and Director of Learning & Research, Huntington Secondary School
- Professor Becky Francis, Director, UCL Institute of Education
- Dylan Wiliam, Emeritus Professor of Educational Assessment, Institute of Education, UCL
- James Simpson, Assistant Headteacher, Sir William Borlase's Grammar School
- Jenna Watson, Early Years Teacher, University of Cambridge Primary School
- Jonathan Sharples, Senior Researcher, Education Endowment Foundation
- John Hattie, Professor of Education, University of Auckland
- Jonnie Noakes, English Teacher and Research Lead, Eton
- Julian Grenier, Headteacher, Sheringham Nursery School and Children's Centre
- Kristine Black-Hawkins, Director of Teaching and Learning, University of Cambridge
- Michael Taylor, Science Teacher, Middlewich High School
- Nalini Boodhoo, Professor of Language Education, University East Anglia
- Professor Robert Coe, Director, Centre for Evaluation and Monitoring
- Professor Sonia Blandford, Founder and CEO, Achievement for All
- Stuart Kime, Director of Education, Evidence-Based Education
- Sue Sing, Research Lead, Christ the King College
- Teresa Cremin, Professor of Education, Open University