TDA Standards Case Study: Developing Trainees' Professional Attributes
A case study charting the experiences of trainees on a primary undergraduate programme in physical education, including the ways in which the provider tailored provision to develop trainees' professional attributes.
Evaluation of the Chemistry for Non-Specialists Training Programme: Final Report
This is the final report of an evaluation by the National Foundation for Educational Research (NFER) of the Chemistry for Non-Specialists (CFNS) training programmes on behalf of the Royal Society of Chemistry (RSC).
Extended Schools Survey of Schools, Pupils and Parents: A Quantitative Study of Perceptions and Usag
This is a research paper commissioned to Ipsos MORI by the DCSF to examine provision in extended schools (primary, secondary and special). The research paper clearly presents the background to the development of extended schools, the methodology for the research, its findings and it makes a set of recommendations based on these.
Closing the gap between boys’ and girls’ attainment in school
This report by Estyn, commissioned by the Welsh Assembly Government, presents findings from 2006-2008 relating to closing the gap between boys' and girls' attainment in schools. It is based on inspection reports and/or investigating schools with high GCSE results for boys and girls, data and document scrutiny, and what is described as "a review of recent research".
TDA Standards case study: Communicating and working with others
A case study charting the experiences of trainees on a primary undergraduate programme, including the ways in which the provider tailored provision to embed development of trainees' collaboration and communication skills.
Assessment for Learning: 10 principles
This leaflet/poster, produced by the Assessment Reform Group (ARG) in 2002, summarises the key features which have resulted from extensive research into Assessment for Learning (AfL). It outlines ten principles towards changing assessment practice in the classroom, whilst at the same time maintaining the quality of learning experiences.
Evidence Matters: Towards informed professionalism in education
The resource is a CfBT publication that is focused upon the way in which knowledge about educational practice is produced and put to use. The paper examines the recent impact of research evidence on educational policy and practice, and presents recommendations for more effective structures and relationships in the future. A case is made for the transference of ways of working from other fields in which there is a continued interface between the research task and the practice setting.
National Evaluation of Diplomas: Preparation for 2008 Delivery
This is a 131 page research report focusing on the findings of an evaluation which explored the planning and preparation for the Diplomas prior to their introduction in September 2008. It provides a comprehensive first phase report (planning and preparation) of a six year (2008 - 2013) national evaluation of the implementation, delivery and impact of the Diplomas
The Impact of Research on Policy
This is a publication from the British Educational Research Association (BERA) compiled by scholars based in three universities working within the education research sector, with a particular focus on Early Childhood studies. It assesses the impact of significant and contemporary education research on government policy.
TDA Standards case study: Phonics and Early Reading
A case study charting the experiences of trainees on a primary undergraduate programme, including the ways in which the provider tailored provision to support trainees' in the teaching of phonics.
A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and
This is a systematic review of experimental research on the use of phonics instruction in the teaching of reading and spelling commissioned by the Department for Education and Skills. It is based on evidence from randomised control trials, only one of which was UK based. The children studied were mostly between five and seven years of age and all studies were concerned with the initial teaching of reading and in some cases, spelling.
The Rose Report and Phonics: A Teacher Education Perspective
This is the report of a UCET seminar called to discuss the implications for ITE of Jim Rose’s Independent review of the teaching of reading. The UCET executive committee wished to provide the membership with the opportunity to discuss, in particular, the research base for the newly recommended emphasis on synthetic phonics. Two keynotes speakers, Professor Kathy Hall and Professor Morag Stuart, contributed to the seminar and were joined by Professor Rhona Stainthorpe, Professor Peter Bryant an
The development of pupils' reading comprehension skills during the first six school years
This paper is a summary of the author’s research into children’s development of comprehension skills across the first six years of their schooling in Finland. It begins with a very helpful overview of research which considers the nature of comprehension and presents some of the findings of this longitudinal study of primary school children from a baseline assessment conducted when they began first grade, aged 6 or 7 years and tested at different times during the next five years.
The Death of Mixed Methods: Research Labels and their Casualties
This paper was presented at the British Educational Research Association conference in 2008. It examines the labels attached to particular research paradigms, and examines the historical development, construct and concept validity and potential tendency towards bias of ‘mixed method’ research.
Excellence and Equity: Making England’s Schools System World Class
The resource is a four page research brief of an analysis developed by McKinsey and Company, who were commissioned by the DCSF to investigate the performance of England’s education system, along with that of high-performing systems overseas.
TDA Standards Case Study: Use of Non-School Settings
A case study charting the experiences of a trainee on a primary (early years) undergraduate programme, including the ways in which the provider tailored provision to support the trainee in developing understanding of the complexities of leading and managing change.
Taking control: how teachers use research
This 2004 PRE-Online article draws on the findings of a National Foundation for Educational Research (NFER) report, to identify the barriers preventing teachers from using research to inform their practice, as well as to highlight some of the ways Local Authorities have helped to remove these. The project also examined the barriers to accessing, engaging with, carrying out and sharing research, as well as evincing why teachers should be interested in using it.
2006 Childcare and Early Years Providers Surveys - Nursery Schools & Primary schools with nursery a
This review includes two research reports published by the Department for Children, Schools and Families (DCSF) based on surveys conducted by BMRB (British Market Research Bureau) during 2006. They are based on data collected on childcare and early years provision and its workforce.
TDA Standards case study: School based Professional Work: Teaching and Learning
A case study charting the experiences of English specialist trainees on a primary undergraduate programme, including the ways in which the provider tailored provision to help trainees explore how literacy experiences can be developed by using multimodal texts.
Leading Sustainable Schools
The research document produced for NCSL looks into sustainability in schools, how these schools are being lead in a successful sustainable manner and the barriers that can prevent success. This document attempts to consider the issue of leadership for sustainability within the context of the wide spread changes in the English education system including buildings and grounds, curriculum and assessment, the relationship between schools and their local communities, the merging of education and chi
