The Centre for Teaching and Learning Research (CTLR) is engaged with research on all aspects of learning and teaching in a wide range of educational contexts, official and informal. It places particular emphasis on schooling, transitions, equity and inclusion.
The Centre has exceptional expertise in professional learning, collaborative practitioner enquiry and in investigating the relationship between theory, practice and policy from Early Years to Higher Education contexts and settings.
Launched: Sussex Research Network
Latest CTLR News
CTLR and the Department of Education at Sussex is delighted to welcome back 10 scholars from Kazakhstan who will be with us until August 2015. The group is engaged in an exciting new course which combines academic study, professional school engagement and English language enhancement.
Big thanks to our partner school hosts for their support: Varndean School - Brighton, Willingdon Community School - Eastbourne, Priory School - Lewes, Ratton School - Eastbourne, Chailey School - Lewes and Cavendish School - Eastbourne.
Thanks also to the wonderful Sussex Centre for Language Studies.
See courses linked to CTLR research themes on our Teaching page.
Professor Hampden-Thompson to join School as new CTLR Director
See news release regarding the appointment of Professor Gillian Hampden-Thompson to the Department of Education to lead the Centre for Teaching and Learning Research into a new era.
Highlights from the UKLA (United Kingdom Literacy Association) Conference at Sussex
Latest featured publication
See piece byHead of the School of Education and Social Work, Professor Brian Hudson - and co-authors S.Henderson & A.Hudson - in the Journal of Curriculum Studies published this week: 'Developing Mathematical Thinking in the Primary Classroom: Liberating teachers and students as learners of Mathematics'.
Date: Monday 9th February, 2015
Speaker: Dr Judith Harford - University College, Dublin & Dr Peter Gray - Norwegian University of Science and Technology
Venue: Room 104, Fulton
Title: Emerging as a Teacher: Student teachers reflect on their professional identity