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This report is based on seven action research projects undertaken by teachers in CfBT (now Education Development Trust) academies in the school year 2012/13. The action research focused on key aspects of school improvement.

The aim of St Mark's 2012 action research was to analyse the role of partnership teaching in a classroom where different levels of linguistic ability constitute barriers to academic progress in English.

This is the third edition of Action Research in Abu Dhabi.

This is the second edition of Action Research in Abu Dhabi.

This report includes Action Research report from five teachers at St Mark's Academy

Six primary schools and four kindergartens in Abu Dhabi conducted action research projects in 2010.

Assessment for learning – where the first priority is to promote learning – is a key means of initiating improvement. The strategies and principles underpinning assessment for learning form the basis of this review.

We are seeing tangible results from our efforts to support female school leadership in Rwanda. Working closely with the Rwandan Education Board, our Building Learning Foundations (BLF) team has delivered effective training on gender and recruitment of middle leadership positions, boosting the share of School Subject Leaders in lower primary schools to 72%.

This review deals with the structure and contents of the curriculum; curriculum delivery; the relationship between school structures and the curriculum on offer ('study pathways'); and teaching (pedagogy).

With a specific focus on children with special educational needs (SEN), this review addresses the forms of classroom practice that can help all children to participate, focusing on elements of inclusive education and the implications for schools and school leaders.