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.
How do we learn to become good citizens?
This is a BERA systematic review of research which relates to the nature and provision of citizenship education.
Learning lives: learning, identity and agency in the life course
This is one of the themes currently being explored within the larger ESRC Teaching and Learning Research Programme (TLRP).
What the research says about using ICT in English
The resource (a pdf document) is a brief four-page report based on an analysis of current research about how primary and secondary teachers are using ICT in the English curriculum. It summarises the key findings and suggests resources for further reading.
How do we teach children to be numerate?
This is a brief overview of the results of British research on primary numeracy for use by teachers and headteachers, policy makers and others who may be interested.
Improving learning through cognitive intervention
This is a GTC Research of the Month digest of the CASE (Cognitive Acceleration in Science Education) project which sought, in the early 90s, to examine the value of ‘a deliberate policy of challenging learners to transcend their present level of thinking’.
Improving the Effectiveness of Pupil Groups in Classrooms
This website is the gateway to a range of presentations which all relate to an ESRC funded Teaching and Learning Research Programme (TLRP) project.
The effects of an integrated, activity-based science curriculum on student achievement, science proc
This is a DfES digest from the Research Informed Practice Site (TRIPS) of a study, carried out in the United States which compared the science achievement, skills and attitudes of a large group of Year 7 students who were taught an integrated, activity-based (IS) curriculum with those of a control group taught in a traditional manner.