The impact of teacher-directed and child-directed pretend play on cognitive competence in kindergart
This is a research digest from the DfES Research Informed Practice Site (TRIPS) that deals with a project looking at the impact of pretend play on young children's cognitive development. The researchers find that both teacher-directed and child-directed play have positive effects and also argue for mixed age classes to enhance children's learning.
Peer Effects and Pupil Attainment: Evidence from Secondary School Transition
The research reported upon in this resource takes as its starting point the commonly held perception that the background and abilities of a child’s school friends are an important influence on his or her achievements at school. This issue is examined within the context of secondary school transition.
What role does communication play in co-operative learning?
This is a research digest from the DfES Research Informed Practice Site (TRIPS). The Australian project explored the impact of 'co-operative learning' on primary aged pupils. The study provides examples of communication and dialogue skills teachers can use to expand pupil learning.
The Effectiveness of Problem Based Learning in Promoting Evidence Based Practice (2000-03)
One of a series of research briefings available from the Teaching and Learning Research Programme (TLRP) website, this briefing provides a summary of research investigating the effectiveness of Problem Based Learning (PBL). A pilot systematic review and meta-analysis of research was undertaken to evaluate the effectiveness of PBL. The research was carried out by a team of academics, project managed by Dr Mark Newman, from the Social Science Research Unit at the Institute of Education.
Learning Skills and the Development of Learning Capabilities
This resource is a systematic review using the eppi protocol, which gathers together research evidence from a number of teaching approaches that aim to develop pupils’ learning capabilities. The authors’ intention is to show which of these provide evidence of improvement.
Talk, talk, talk: Teaching and learning in whole class discourse
This is one of a number of digests of research (TRIPS) to be found on the DfES Standards Site. This particular digest summarises research undertaken by Debra Myhill (2006, as part of the ESRC/University of Exeter TALK project), designed to investigate how teachers use talk during whole class teaching in literacy and numeracy lessons.
The potential of open source approaches for education
The document is the first in a series of publications from Futurelab entitled “Opening Education”. The series as a whole is designed to provoke debate and challenge thinking by bringing together examples of educational practice and research and drawing on the fields of creative arts, media and technical innovation.
This is a research summary from the National Teacher Research Panel, which reports on a project to teach science to Foundation Stage and KS1 children using a cross curricular approach through music.
Early Years Education: An International Perspective
Funded by the Qualifications and Curriculum Authority (QCA) and other key stakeholders, this 2002 report focuses on trends in Early Years Education around the world. The report is the result of collaboration between the National Foundation for Educational Research (NFER) and QCA. The International Review of Curriculum and Assessment Frameworks Archive (INCA) was a major source of the data presented.
A website of the Spanish ministry of education and science (MEC) providing access to research, journals and other educational resources from the Spanish speaking world.
An Evaluation of the Impact of the NW Museum Hub’s Primary Consultant (Museums and Galleries) with
Paper presented at the British Educational Research Association Annual Conference 2006. This final report reviews the progress and educational outcomes arising from a partnership between the NW Museum Hub and Manchester Education Partnership which started in autumn 2004.
Language learning strategies across the curriculum: government policy and school practice
This is a paper presented at the British Educational Research Association Annual Conference 2006. Forming part of a project funded by the Society for Educational Studies, it explores the impact of strategy instruction (SI) directed towards the transferability of learning strategies across English and French.
Introduction This unit is designed as an introduction to the academic study of the concept of rules, but will also serve as an introduction to a variety of different writing styles that are used in the academic world. It will challenge you to think about why some statements are rules and some are not, and what it is that distinguishes rules from habits and customs. It also looks at more formal rules and how such rules are applied and enforced. Rules shape our lives because they set out what we may and may
This unit is designed as an introduction to the academic study of the concept of rules, but will also serve as an introduction to a variety of different writing styles that are used in the academic world. It will challenge you to think about why some statements are rules and some are not, and what it is that distinguishes rules from habits and customs. It also looks at more formal rules and how such rules are applied and enforced. Rules shape our lives because they set out what we may and may
An introduction to science investigations: student teachers learning to work on process skills with
This is a paper presented at the British Educational Research Association Annual Conference, at the University of Warwick on the 6-9 September 2006. This paper seeks to establish if previous qualifications in science impact on student teachers’ confidence and ability to manage science investigations. It also evaluates the effects of the students’ college course on their confidence.
Assessment for Learning (AfL) across the school: a case study in whole school capacity building
This is a paper presented at the British Educational Research Association Conference, University of Warwick, 6-9 September 2006. The report lies within the wider context of a changing agenda in Jersey, in which traditional summative assessments and teacher assessments have been replaced by ‘ever more formative practices’ across schools. This paper analyses data drawn from one primary school.
Using ‘Learning Study’ as a model of collaborative practice (R&DA 2: 8)
This project investigated whether the strategy of ‘Learning Study’ can be used as an effective model for collaborative practice within initial teacher training. The project was focused on teaching in the 11-19 age range of Business Education, Economics and Design and Technology however the critical points of the project lay not in the curriculum areas but in the exploration with trainees of a conceptualisation of learning. Supported by a TDA Research and Development Award
Online Training Materials for Music and ICT (R&DA 2: 07)
This report identifies and describes the differences between the culture of composition and performance of music inside and outside school. The important context of this work was the observation that ICT has transformed musical practices outside educational contexts. However within schools, whilst there have been advances, there are also significant barriers to the same transformation. The report identifies differences between practice in schools and contemporary music in the outside world.
Exploring the key role External Examiners play in relation to peer review and self-improvement proce
This project was designed to explore the key role External Examiners play in relation to peer review and self-improvement processes required in the Quality Management and Assurance aspects of Initial Teacher Training. Findings and recommendations are made for providers of ITT and their relevant Quality Assurance contexts. The report contains an ITT External Examiner Review Checklist Supported by a TDA Research and Development Award
Explorations of learning in the context of professional practice (R&DA 2: 02)
This study investigated what knowledge student teachers need to become effective teachers. The study was based in three universities training students to teach Physical Education and found that both mentors and trainees emphasised knowledge that was directly and immediately related to work in schools. This drive to immediacy meant that other knowledge was not brought into focus. The researchers consider how this may have a bearing on trainees’ thinking, in particular on that thinking which
Informality and formality in learning
This resource offers readers an extremely valuable opportunity to reflect upon notions of formal and informal learning. It is in the form of a report for the Learning and Skills Research Centre that seeks to challenge some common conceptions relating to distinctions between these two concepts.