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This article explores the challenges and importance of GCSE English and maths resits for students in England. It highlights the low pass rates and the lack of research literature on this topic. The Education Endowment Foundation conducted a practice review, which identified key themes for improving resits, including curriculum, resources, learner needs, teacher development, and leadership. The article emphasizes the need for further research and effective strategies to support students in their resit exams, particularly those from disadvantaged backgrounds. It suggests incorporating strategies from Key Stage 4 and the university sector, but cautions that easily adoptable approaches are limited. The authors stress the importance of investing in the post-16 workforce and institutions and encourage practitioners, leaders, and researchers to contribute to their work. [Extracted from the article]

The article explores the implementation of FLASH Marking, a new approach to marking and feedback in education. The authors discuss how their previous methods were ineffective and led to a heavy workload for teachers. They found guidance from a 1999 pamphlet on assessment for learning and used it to develop FLASH Marking, which focuses on specific skills, modeling, self-assessment, and feedback. A national trial of FLASH Marking showed promising results in reducing workload and received positive feedback from teachers and students. However, due to the COVID-19 pandemic, data on student progress and attainment is uncertain. The authors offer advice for developing effective feedback approaches, including being explicit about success criteria and committing time to professional development. The article also discusses the positive impact of an evidence-informed approach on professional practice and student outcomes. The authors express their gratitude for being a part of this experience. [Extracted from the article]

The article highlights an international evidence about the factors that will contribute to an increase in teacher retention. Topics mentioned include the impact of school leadership practices and organizational climate on job satisfaction, work environment and mental wellbeing of teachers, the main practices for efficient school principals, the strategies for enhancing leadership practices, and the key characteristics of effective school leaders.

The article focuses on the challenges of implementing evidence-based practices in education. Topics include the process of implementation requires schools to identify evidence-based programs; Effective implementation depends on teacher and school leader expertise, professional development and a culture of school improvement; and the need for genuine partnership between researchers and practitioners.