From the editor

Professor Becky Francis, Chief Executive, Education Endowment Foundation, UK There’s no doubt that schools today are in a much better position to judge what is most likely to work in their classrooms than they were 10 years ago. We have access to more robust evidence than ever, which gives us valuable information about which pedagogical approaches have been shown to be effective in the past, and, just as importantly, which have not. As the evidence base has grown, so too have teachers’ appetites for it (The Sutton Trust, 2022). But generating evidence can only get us so far. An educational idea or intervention might have worked well under lab conditions and might be based on strong evidence and a robust theory of change; but what really matters for pupil outcomes is how it manifests itself in the day-to-day reality of the classroom. In fact, one of the key characteristics that distinguishes effective and less-effective pedagogical approaches is how they’re implemented (Sharpl