Influences and leverages on low levels of attainment: a review of literature and policy initiatives
This report from the Centre for Research on the Wider Benefits of Learning (WBL), based at the Institute of Education, London, is a review of a wide range of literature and policy initiatives considering the influences and leverages on low attainment in schools. In the context of this report a leverage is an initiative, intervention or strategy which seeks to tackle low attainment. It looks at the influence on progression and attainment in early and mid childhood, adolescence and early adulthoo
Assessing Quality in Applied and Practice-based Educational Research
This ‘Framework for Discussion’ originated from an Economic and Social Research Council (ESRC) funded project whose remit was to examine in a critical and informed fashion the different definitions of and approaches to applied and practice-based research. The authors seek to clarify the concepts and models currently employed in order to enable a review of recent governmental and other initiatives which recognise the value of applied and practice based research. The primary motivation is to a
Boys and Literacy: Exploring the Issues
The resource is a NFER PRE journal article, published in 2002, which discusses a piece of action research that took place in a South Wales primary school. Although the initial focus of the project was on boys’ literacy difficulties, the researcher, Trisha Maynard, and her team from the University of Wales worked with teachers to discover more about attainment in and attitudes to reading and writing of both boys and girls. As a result of this, significant changes were made to the teaching of li
Aims as Policy in English Primary Education
This is one of 32 interim reports in The Cambridge Primary Review, an independent enquiry into the condition and the future of primary education. It belongs to the Research Survey strand of the Review, and is one of four related research surveys under the theme of Purposes and Values in primary education. This report presents the aims of English primary education as proposed historically in official documentation and by educationists. Thus both policy and philosophy are explored in the report.
Harnessing Technology Review 2008: The role of technology and its impact on education
This report is an extensive review of recent research into the impact of ICT on Primary, Secondary and Further Education in England and Wales.
ICT and attainment: A review of the research literature
The resource is a pdf document, available from Becta’s archives. It is the result of a DfES and Becta funded project to produce a summary of the literature available on ICT and attainment, nationally and internationally, both in primary and secondary schools. The resource was published in 2003. It is one of a pair, undertaken by the same team at King’s college, London and is number 17 in the DfES series of reports ‘ICT in Schools Research and Evaluation Series’.
Neuroscience and Education: What can brain science contribute to teaching and learning?
This PRE-Online resource is an article based on a review of the literature on brain-based learning research undertaken by the Scottish Centre for Research in Education (SCRE) at the University of Glasgow. It was commissioned by the Education Department of the Scottish Executive in 2004, and published in 2005. It gives a brief overview of the different disciplines involved in what Prof. Susan Greenfield has called ‘the new science of learning’ and discusses how they inter-relate. The article
Teach For America Teachers’ Careers: Whether, When, and Why They Leave Low-Income Schools and the
This is a research report investigating reasons behind Teach for America (TfA) teachers’ careers choices, presented at the 2008 American Education Research Association annual conference in New York. The paper presents the results of a large-scale study using discrete time survival analysis to explore turnover in a sample of 2029 TfA teachers. Drawing on the responses of TfA teachers to an on-line questionnaire, a retrospective, teacher-period data set was produced which has permitted an examin
Practices and Interactions in the Primary Classroom
This PRE-Online article is from two research reports from 1996 and 1998 into the classroom experiences of primary school teachers and pupils by the Scottish Council for Research in Education (SCRE), part of the University of Glasgow’s Education Faculty. The first study was conducted in twelve Scottish primary schools, with a subsequent extension of the study to four primary schools that organised pupil groupings by ‘setting’. The report summarises findings from detailed classroom observati
Teaching and Learning Research Programme (TLRP): Impact and significance
These resources, including four research briefings, are published by the Teaching and Learning Research Programme (TLRP) as it draws close to its conclusion in September 2009, and are entitled: ‘Impact and significance’, '‘Evidence based policy’: What evidence? What basis? Whose policy?', ‘Assessment of significant learning outcomes’, ‘Making a difference: Collaborating with users to develop educational research’ and ‘Transparency in planning, warranting and interpreting resear
Tool-kit 1: planning your research project
This 2005 Topic (now PRE-Online) article focuses on planning research projects in schools. It is the first in a series of articles published by the National Foundation for Educational Research (NFER) designed to equip the reader in primary or secondary education with the tools to conduct their own research project.
Improving Subject Knowledge and Subject Pedagogic Knowledge in Employment-based Secondary Initial Te
This paper, delivered at the Annual Conference of the Association of Teacher Education in Europe in August 2008, reports on research carried out by Sheffield Hallam University. It considers the weakness found by government inspectors in the subject knowledge of school based trainees in comparison with those taking the PGCE route. The paper brings together findings from data collected over a one year programme from trainee teachers, school based mentors, school based initial Teacher Training Coor
Crossing Views on the First World War
Crossing Views on the First World War is a project website. The partners in the project include educational associations and teaching bodies and are carrying out research in schools in France, Belgium, Romania, Austria, Italy, Poland and Germany.
DCSF Gender Agenda Project Publications
Findings from the the Gender Agenda Project research are now available in the form of three publications.
An Investigation of Personalised Learning Approaches used by Schools
This resource is a 2007 research report, undertaken by researchers from the University of Sussex, the University of Cambridge, and the London Institute of Education. The report was commissioned by the then DfES to investigate the approaches to personalised learning used by schools in England. The resource consists of an analysis of the current literature, an introduction to the methodological process, a survey of primary, secondary and special schools and Pupil Referral Units (PRUs), an analysis
School Report Cards: Review of the use of school report cards internationally
One of the proposals within the recent white paper, 'Your child, your schools, our future: building a 21st century schools system', is the introduction of a School Report Card to measure school progress. This resource is a report of a small research project conducted by NFER into how these are used in other countries, and is intended to complement the work already undertaken in this area by the DCSF.
Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11) Pupils’ Self-perceptions and V
The resource is a research brief that reports the findings of ‘Pupils’ Self-perceptions and Views of Primary School in Year 5’, part of ‘The Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11)’, which was commissioned by the Department for Children, Schools and Families (DCSF).
Winners of BERA/SAGE Practitioner Research Awards 2009 Announced
'Guidelines for new lecturers in Teacher Education' and 'A Virtual Learning Environment for Supporting Reading and Poetry' are the winning entries in the 2009 BERA/SAGE Practitioner Research Awards, which were announced at the annual British Educational Research Association (BERA) conference in Manchester on 5th September 2009. The awards recognise practitioners who have demonstrated excellence in the application of research in practice, both in a school setting and in a 16+ learning environment
The "Oh, nothing much" report: The value of the after-school conversation
This report, commissioned by Becta to support its Next Generation Learning Campaign, is written by Professor Tanya Byron, a Consultant Clinical Psychologist specialising in child and adolescent mental health. It reports on an investigation into the role that successful communication between parent and child can have on raising attainment. It also considers the impact that technology can have in improving parent-child communication. The research surveyed 1000 children aged 7-14 years of age prima
The influence of context on attainment in primary school: interactions between children, family and
This resource is one of a series of research reports published by the Centre for Research on the Wider Benefits of Learning, Institute of Education, London. The report explores the influence of social and personal development which takes place in home and school environments, and how it may help influence children’s achievement. The report considers the relative importance of four different contexts, or ‘spheres of influence’ on pupil achievement in England at Key Stage 2 (age 10/11). The