Evaluation of the Teaching and Leadership Innovation Fund (TLIF): Edison Learning’s NAHT Aspire Project
Evaluation report for the Edison Learning’s NAHT Aspire project, published September 2022
Evaluation of the Teaching and Leadership Innovation Fund (TLIF): The Ambition Institute’s Transforming Teaching (TT) project
Evaluation report for the Ambition Institute’s Transforming Teaching (TT) project, published September 2022
Evaluation of the Teaching and Leadership Innovation Fund (TLIF): The Geographical Association (GA) and the Association for Science Education (ASE) Critical Thinking for Achievement (CTfA) project
Evaluation report for the Critical Thinking for Achievement (CTfA) project, published September 2022
Regional Implementation Leads (RILs) in Bristol – Pilot Evaluation
This project aims to advance our understanding of knowledge mobilisation in relation to EEF regional delivery, by evaluating the RIL active implementation support model as a means of improving evidence-informed processes and practices in schools.
Evaluation of the Teaching and Leadership Innovation Fund (TLIF): Tom Bennett Training (TBT) project
Evaluation report for the Tom Bennett Training project, published September 2022
Frames For learning
Frames for Learning (F4L) is a CPD programme for teachers and their teaching assistants (TAs) which aims to improve science attainment by scaffolding how teachers and pupils approach working scientifically and other multi staged tasks in science.
Quality enhancement for ITE Partnerships in Wales
Building capacity for an evidence-based, research-informed teaching workforce in Wales
Making the best use of TAs: Evaluating approaches to scaling up research use
The EEF's pilot projects in Yorkshire and Lincolnshire were designed to improve the use of TAs in schools as well as learn about effective scale-up of research use.
Building an evidence-informed teaching system
An England-wide study helping to show how schools and teachers can become evidence-engaged
Implementing and leading Lesson Study
Leading and sustaining high quality collaborative classroom-based research