A systematic literature review on the perceptions of ways in which support staff work to support pup
This is a systematic review of research using the EPPI protocols and relating to perceptions of the ways in which support staff contribute to pupils’ social and academic engagement in primary classrooms in the United Kingdom. It found that teaching assistants play an increasingly important pedagogic role in schools, under the guidance of teachers and head teachers and that, in their direct interactions with pupils, they make significant contributions and decisions. The report summary identifie
Pupils’ views of the curriculum: are you ‘in the know’?
The resource is an article, published by the National Foundation for Education Research (NFER), which gives an overview of the research undertaken in the UK since 1989 into pupils’ perceptions of what characterises a successful and interesting school curriculum.
citizED: The Individual and the Political Process: Nazi Ideology and its Genesis
An extended case study from CitizED which investigates the impact of the Nazi regime on people in Germany, 1933-39. Included are exercises to use the material and the activities to research, investigate and discuss important issues connected with citizenship today.
'Social bias' in setting pupils
This BBC news item reports on a study presented as a paper at the recent BERA conference, September 2007. This research found evidence that social class plays a significant part in the setting of pupils, with middle class children being more likely to be placed in the higher sets.
Preparation for Teaching in Rural Schools
This is a research report for the British Educational Research Association Conference, 2007. It reports on findings from a collaborative project between three Providers of ITE with rural school partnerships: the University of Plymouth; the Dorset Teacher Training Partnership; and the University of Gloucester
Early Years Education - perspectives from a review of the international literature
This resource is an article from NFER's "Practical Research for Education" and focuses on the national review examining reforms for the education of 3-18 year olds in the UK. The review draws on international literature to concentrate on key issues and to critically review existing evidence.
Mathematics and Science in Secondary Schools: The Deployment of Teachers and Support Staff to Delive
Commissioned by the Department for Education and Skills (DfES), this resource is a summary of the findings of a largely quantitative survey into the deployment of teachers and support staff of mathematics and science in 25% of maintained secondary schools in England. Data was obtained from postal questionnaires to heads and teachers of mathematics and science and a survey of support staff assisting in mathematics and science departments. Twelve schools, chosen for exemplifying good practices in
Eliciting children’s perceptions of play and exploiting playfulness to maximise learning in early
This resource is a research paper presented at BERA in 2002 and focuses on the importance of play in children’s development and how this can be used in a classroom context. The Welsh paper summarises the research that explored children’s perceptions of play, and well known theories of play were used as a framework for ‘exploiting’ play as a useful technique for teaching young children.
Primary schools and other agencies
The Primary Review is an independent enquiry into the condition and future of primary education in England. This report, a research survey, is one of 32 interim reports published in relation to the Primary Review. It relates to theme eight of the Primary Review, ‘Beyond the School’, and examines the relationship between education and various agencies which primary school aged children in the U.K. may come into contact with.
Managing institutional and personal transitions – developing the work in schools
This DCSF TRIPS digest presents one of three research projects on transitions. The study proposes that motivation can be increased by schools giving clear messages about the focus of each year, by teachers recognising the value of pupils’ peer support, and by teachers supporting and encouraging pupil re-engagement.
Becoming a Lecturer in Initial Teacher Education: an ESCalate workshop
This ESCalate workshop took place at the University of Birmingham Conference Park on 22 November. Led by Professor Jean Murray, Dr Pete Boyd and Kim Harris, the authors of Becoming a Teacher Educator, it was attended by forty new teacher educators (NTEs) from HEIs and SCITTS across England and Wales. Consisting of four workshop sessions, the day also offered opportunities for NTEs (in their first three years in the role) to network and to share experiences and concerns. In each of the workshop s
School Breakfast Clubs, Social Background and Nutritional Status
This resource is a short research report of a small scale investigation into the nutritional impact of participation in school breakfast clubs. The results of the investigation suggest that breakfast clubs may have a positive impact on pupils’ intake of key nutrients, especially those pupils from poorer home backgrounds.
Bright poor children 'slip back'
This BBC news item reports on a study conducted by the Sutton Trust, which is based on research findings from the ‘Millennium Cohort’ born in 2000-01. It has found that UK social mobility has not improved since 1970.
Children in Primary Schools: research on development, learning, diversity and educational needs
A further group of interim reports from the Primary Review were published on 14th December 2007. These form part of a number of research surveys, which have been commissioned for use as evidence by the review team.
Classroom Organisation in Primary Mathematics Teaching: The Challenges of Diversity
This article, written in 2003, considers research which compares the effects on primary children’s attainment in mathematics according to whether they are being taught in mixed ability groups or in “ability sets”. The article reports on the Improving Primary Mathematics (IPM) initiative undertaken collaboratively between the London Borough of Barking and Dagenham (LBBD) and the National Institute of Economic and Social Research (NIESR), which promoted interactive whole-class teaching. Pr
From idea to impact : a guide to the research process. Building effective research : 1
This is one of the titles in the Learning & Skills Research Centre Series which is intended to increase the effectiveness of research on and for the Learning & Skills Sector. This title focuses on the research process as a whole.
The Mentor's use of Adult Learning Theories: are theory and practice co-extensive?
This is a conference paper which was presented at the BERA annual conference in September 2007. It is based on doctoral research which looks into the pedagogical practice of mentors during the school-based element of student teachers’ training. It focuses specifically on Initial Teacher Training provided by Higher Education Institution (HEI) Partnerships and considers mentors’ professional knowledge base. In particular, it contemplates the nature and the source of this knowledge of mentors t
2006 marked four years since the start of the Creative Partnerships (CP) programme; this resource sets out to indicate the impact so far through four short publications: Creative Partnerships - approach and impact, Research digest 2002 - 2006, Whole school case studies and Thinkpiece - the challenge of defining impact. They summarise the research and evaluation of Creative Partnerships carried out between 2002 and 2006.
Building thinking skills in thinking classrooms ACTS (Activating Children’s Thinking Skills) in No
This research briefing is of a project carried out as part of the Teaching and Learning Research Programme based at the Institute of Education, University of London. ACTS (Activating Children’s Thinking Skills) was used as the thinking framework. The project builds on a substantial earlier review of the research literature on developing thinking skills. Working with 134 teachers of 8-11 year old pupils in Northern Ireland schools, lessons were designed and taught to teach thinking skills inte
The Structure and Content of English Primary Education: international perspectives
Three further research surveys from the Primary Review were published on 8th February 2008. The reports, entitled ‘The Structure and Content of English Primary Education: international perspectives', focus on international comparison in order "to consider the structure of the national primary system and the content of the primary school curriculum".