Learning and Teaching in Primary Schools: Processes and Contexts
May 16th saw the final three research surveys by the Cambridge-based Primary Review published. These three interim reports form part of thirty research surveys, commissioned by the Review team to be used as evidence for the final report. The Primary Review "reserves its own judgement" on any conclusions reached by the reports "pending its assessment of the full range of evidence".
Evaluation of a Voices Foundation Primer in Primary Schools
A DfES research report published in 2005 evaluating the impact of a one year Voices Foundation project to develop teachers’ expertise and use of singing, in primary schools across England.
School effectiveness and equity: making connections
This report is a literature review by CFBT of published studies on school effectiveness research (SER) and school improvement research that have ‘contributed to our understanding of school performance and the main implications for school improvement’ (p.6)
Aims for Primary Education: the changing national context
The resource is a survey of research conducted into the changing national context of primary education in England. As one of thirty specially-commissioned surveys of existing research undertaken by 70 academic consultants, it examines major economic and social trends in Britain and how these relate to education. It is part of a two-year project, called The Primary Review, which began in 2006.
Engaging parents in their children’s learning
This document reports the findings of a small-scale research study commissioned by the General Teaching Council (GTC) about parental experiences and views in relation to involvement and engagement with their children’s learning.
Understanding Alzheimer's Disease
Provides a clear demonstration of how the advent of new technologies has aided research into the etiology of disease.
Evidence: What counts as evidence in Education?
This glossary article by Professor Richard Andrews explores what counts as evidence in Education and in the research field of Educational Studies.
Making a Difference with Research - Practical Research for Education Conference 2008
The Practical Research for Education (PRE) Conference entitled 'Making a Difference with Research', took place on 9th July. This was also a celebration of the 20th Anniversary of the journal.
Primary Teachers: initial teacher education, continuing professional development and school leadersh
The resource is one of a series of 32 interim reports from the Primary Review which will publish its final report in late 2008. This report forms part of the Review's research survey strand.
Providing learning opportunities for trainees
The resource is an informative and activities based workbook, to support school-based trainers in providing appropriate learning opportunities for trainees. This is a collation of materials used at training managers’ workshops to aid their understanding of how to improve initial teacher training (ITT) provision, which has been developed from the outcomes of a range of evidence, including small scale research conducted by the University of Birmingham for the TDA.
A systematic review of the effect of nutrition, diet and dietary change on learning, education and p
This is a systematic review of research into the effect of good nutrition on the behaviour, learning and performance of school-aged children. Conducted by the Centre for Food, Physical Activity and Obesity Research at the University of Teesside between November 2005 and April 2006, it was updated in June of that year.
Staying Safe: Action Plan
This Government launched the ‘Staying Safe’ consultation in 2007 which collated the views of parents, children and practitioners through a variety of means, including regional meetings, independent research and written and online consultations. This Action Plan is a direct result of those consultations. Staying safe is a fundamental part of the Children’s Plan (2007) and follows the publication of Every Child Matters (2005). The ‘Staying Safe’ action plan is based on the underlying pri
The value of social care professionals working in extended schools
The resource is a report based upon research conducted by the National Foundation for Educational Research into multi-agency working within extended schools, considering the impact of social care professionals in particular. It is therefore strongly linked to the roll out of Every Child Matters (ECM) and bound up in the new multi-disciplinary environment in such schools. It is based upon case studies, an audit of local authority practice, and interviews with relevant individuals and agencies wor
The impact of Sure Start Local Programmes on Three Year Olds and Their Families
This resource is a detailed report with extensive appendices describing the research conducted as part of the national evaluation of Sure Start and analysing the findings from this work.
What are the factors that promote high post-16 participation of many minority ethnic groups? A focus
This is a research review undertaken using the EPPI protocol.
The Gender Agenda: report from the first round of regional seminars – summer 2008
To facilitate the sharing of research and data on gender around the education system, the Department is organising a series of regional events, the first round of which took place in summer 2008 at the Universities of Leeds, Warwick and Institute of Education, London.
The Influence of School and Teaching Quality on Children’s Progress in Primary School
The resource is a report of research which “investigates the way school and classroom processes affect the cognitive progress and social/behavioural development of children between the ages of 6 (Year 1) and 10 (Year 5) in primary schools in England.” (page i) The research is part of a large research project funded by the Department for Children, Schools and Families (DCSF). The project was called Effective Pre-School and Primary Education (EPPE 3-11). This project followed the cognitive and
Effective Teaching of Inference Skills for Reading
This is a literature review written by the National Foundation for Educational Research (NFER) and commissioned by the Department for Children, Schools and Families (DCSF). The review focuses on four main questions: Are there different skills within inference?; How can pupils be best taught to use inference skills?; What strategies are most effective in teaching inference skills?; and What does progression in inference and deduction look like? The key finding of the report states that the "abili
Accelerating Girls' Progress - A Celebration Event
As part of the Gender Agenda programme of activities, this project conference took place on 26 September at the Bridge in the DCSF Sanctuary buildings. It was an opportunity for the schools who took part in the Accelerating Girls Achievement project to disseminate their research findings.
How do boys and girls differ in their use of ICT?
Described as a ‘briefing’, this 6000-word paper from Becta aims to draw together research into gendered use of ICT within and outside school, in order to reach conclusions about ‘closing the gap’ in pupil attainment in this regard.