Poorer pupils significantly underrepresented at top state schools
Pupils from less well-off backgrounds are significantly underrepresented at the country's top 200 state secondary schools (6% of schools) according to a study by the Sutton Trust based on data provided by the National Foundation for Educational Research, published today (Monday October 10th, 2005).
Strategy training in language learning - a systematic review of available research
The aims of this systematic review of research using the EPPI protocol were to identify and evaluate the primary research on strategy training for the first time, in order to comment on the strength of evidence about its effectiveness in the teaching and learning of languages
Ralph Leighton
Ralph Leighton entered teaching from a background in social work and involvement in community politics. He has taught for twenty five years in a range of educational settings and currently leads the PGCE(s) Citizenship team at Canterbury Christ Church University. Ralph has been involved in the production of materials used nationally to train PGCE Citizenship students, particularly relating to assessment. His published research concerns the nature of school provision of Citizenship education and
Subject Resource Networks for ITE
The Subject Resource Networks (SRNs) provide ITT trainers with an introduction to current thinking, research and professional networks, both within the UK and internationally, and to a range of other material.
Mike Potter
Mike Potter was an HMI for twenty years during which time he inspected many teacher training courses as well as inspecting different aspects of education in both primary and secondary schools. Before entering the inspectorate, Mike had experience as a tutor in initial teacher training specialising both in primary education and in science education (primary and secondary). He has also taught in primary, middle and secondary schools. Mike has written many inspection reports and has published rese
Towards Extended Schools: A Literature Review
This DfES 2003 review of research and literature focuses on the development of extended schools within the UK, drawing also on international evidence. The remit was to portray the potential/actual impact of extended schooling on professional practice and pupil outcomes, as well as challenges to its development.
Evaluation of the effectiveness of the statutory arrangements for the induction of newly qualified t
This substantial report is based on the outcomes of research, commissioned by the DfES, carried out by the Institute of Education of the University of London. The research was completed 2000-1 but the findings raise important issues still relevant today.
Writing in English as an Additional Language at Key Stage 2
This is a study undertaken to identify which features of written English primary aged learners of English as an additional language (EAL) may find more difficult to use well. It adds to previous evidence gathered about EAL writing at Key Stage 4 (KS4) in a project by the same author (Cameron 2003). The publication of this research was followed by a survey of the teaching of writing to advanced bilingual learners undertaken by the Office for Standards in Education (OFSTED, 2005).
Futurelab Literature Review in Games and Learning
The report reviews current research about the nature and characteristics of computer games, considers their relationship with learning inside and outside school, and explores their possible contribution to the design of school-based learning resources.
Research and Development Awards
A description of the Research and Development Awards funded by the Training and Development Agency for Schools.
Learning in and for Interagency Working (2004 - 2007)
This resource provides access to a Teaching and Learning Research Programme (TLRP) project which focuses on a very topical issue – interagency working (IW) and how professionals can learn in an interagency manner.
Specialist schools : Rather Too Specialist?
The specialist schools policy is based on "suspect" evidence according to a study undertaken at the London University Institue of Education and funded by Research and Information on State Education Trust (Rise).
Effective teachers of numeracy
This GTC 'Research Of the Month' resource is a report of research from 2001 which aimed to identify and describe characteristics of effective teachers of primary numeracy, to enable these to be more widely applied. Teachers’ practice was analysed and their beliefs, knowledge and understanding explored.
Students' experiences of ability grouping and disaffection, polarisation and the construction of fai
This is a TRIPS digest of a journal article by Jo Boaler of Stanford University, California, and Dylan William and Margaret Brown of King's College, London. The original article is based on research examining the mathematics achievement of a cohort of approximately 1000 students in 42 classes in six secondary schools over four years, in order to draw conclusions about the effects of ability grouping. The digest on the Standards site makes use of additional information and an update to the projec
Becoming a Teacher Educator: improving the induction and professional development of new university-
Research papers and slides from the presentations given by Jean Murray and by Pete Boyd & Kim Harris at the ESCalate ITE seminar at the University of Birmingham on 10th March 2006.
InterActive Education: Teaching and Learning in the Information Age (2000 - 2004)
This ESRC TLRP project reports on the ways in which new technologies can be used in educational settings to enhance learning. The research centres on the design and evaluation of longitudinal teaching and learning initiatives using new technologies. This includes the use of computers within the areas of English
Inside the literacy hour
This is a research digest on the GTC Research for Teachers (formerly Research of the Month) site which examines two reports from a study about implementing the literacy hour which was undertaken across the period 2000-3 in small rural schools in the West Country. The first data-set draws on interviews, observations and analysis of the planning documents of 20 teachers, the follow-up study focused on 12 of these professionals. In addition, pupil reading and writing data was collected.
How do teachers use research findings to improve their professional practice?
This DfES TRIPS resource is a brief seven-page digest of an article first published under the title, "The use of research to improve professional practice: a systematic review of the literature". The resource is of interest to any ITE tutor or mentor who wishes to reflect upon the relevance of research to practice, comprising details apposite to any consideration of what some ITE students perceive as a divide between theory and practice. The resource is significant because it asks students to th
SPEEL: Study of Pedagogical Effectiveness in Early Years Learning
This is a DfES research report produced by the School of Education Research and Development at Anglia Polytechnic University. It is based upon ethnographic research carried out in 2000-2001 in twenty-one Early Years (EY) settings in England, where the Foundation Stage (FS) curriculum was being followed.
Young People in Britain: The Attitudes and Experiences of 12 to 19 Year Olds
This DfES research report contains the methodology and findings of a 2003 survey amongst young people carried out by the National Centre for Social Research, and published through the DfES in 2004. It contains a detailed technical chapter and an appendix containing raw data, as well as the analysed findings and commentary.
