Research
Evidence is at the heart of what we do at Ambition Institute. We want to push forward our collective knowledge of effective professional development and share what works, to turn evidence into action. We aim to answer important questions faced by the sector, and provide evidence-based guidance for teachers, leaders and policymakers. We investigate topics such as teacher professional development, recruitment and retention, and the science of learning.
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When and how to use dual coding effectively in teaching
Using visuals and words together, known as dual coding, is thought to help pupils learn. Our research team analysed 56 studies to explore when and how dual coding works best in the classroom. The study examines how different approaches to using visuals, pupil characteristics and lesson design can influence the impact of dual coding. Read the research for tips on how and when to visuals effectively in your teaching. Published August 2026.
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Why do people enter and exit teaching? An evidence-based review
Teacher shortages mean that schools and policymakers are often looking for ways to recruit and retain more teachers to the profession. Our research team reviewed what drives teacher recruitment and retention. This paper brings together 12 studies from eight countries to analyse the key factors affecting the decision, including salary, professional development and flexible working. Read our findings to improve recruitment in your setting, and get our recommendations for school leaders and policymakers. Published October 2025.
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A review of evidence-based teaching-assistant-led interventions
Many schools want to know how they can make the most effective use of their staff. Our research team explored how schools can improve the impact of teaching assistants on pupils’ academic outcomes. This research paper reviews the evidence on teaching-assistant-led interventions in the UK to identify which are the most effective. Read our findings to make more effective use of teaching-assistant-led interventions, and get our tips for school leaders when choosing an intervention. Published August 2025.
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Exploring initial teacher trainees’ feedback orientation
Feedback orientation refers to how much a person values and accepts feedback. Our research team explored whether a novice teacher’s feedback orientation could predict how much their teaching skills would improve, and whether novice teachers’ feedback orientation changes during their training. Read our findings to see what this means for supporting new teachers. Published December 2024.
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Advance organisers in teacher professional development
Advance organisers are often used to help learners connect new information to what they already know. Our research team explored whether introducing advance organisers before online professional development sessions can help teachers learn complex new material, such as reading instruction. The research compares different types of introductory materials to see which best supports teachers’ understanding in real-life online training. Read our findings and get insights into how teacher educators can focus their efforts to make a difference. Published July 2024.
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Decomposition and recomposition in training novice teachers
Learning to teach can be overwhelming for novice teachers, especially when it comes to managing classroom behaviour. Our research team explored whether breaking down teaching into smaller practices, then putting them back together in new sequences, can help trainees understand not just how, but when to use key techniques. Using a classroom simulator, our team compared different approaches to feedback and practice to see which best supports teachers to apply what they learn. Read our findings and insights on what it could mean for teacher training. Published May 2024.
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Modelling evidence-based practice
Models are observable examples of teaching practice, delivered live or through video, and are widely used in teacher training. Our research team explored whether including models in initial teacher training helps trainees develop evidence-based classroom skills. The team compared different approaches to see how models might support teachers to put theory into practice. Read our research to find out what this means for teacher educators and professional development. Published March 2023.
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Teaching quality and economic performance
How much could the UK economy benefit from higher quality teaching? Our research team examines the potential economic value of supporting teachers to develop their professional expertise and skills. This paper provides a quantitative assessment of the scale of benefits that could result from investing in teaching quality. Read the full report to see what this means for policymakers and the future workforce.
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Developing non-cognitive skills: an exploration into schools' practice
Non-cognitive skills – such as resilience, motivation and self-control – are an important part of whole-child development, but how do schools support them in practice? As part of the IntegratED partnership, our research team explored how schools understand, develop and assess non-cognitive skills. This qualitative research examines the approaches schools use and the difference they believe this work makes for pupils. Read the report to learn more about supporting children’s long-term outcomes.
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School improvement in challenging contexts
What does it take to lead school improvement in challenging contexts? In partnership with the University of Southampton, our research team explored the experiences of ten new headteachers as they navigated their first year in demanding roles. This qualitative study examines the behaviours, decision-making and mental models of leaders with different levels of expertise. Read the report to gain insights into the realities of headship and what it means for developing effective school leaders. Published September 2019.