The Gender Agenda: report from the Autumn 2008 seminars
The latest round of DCSF gender agenda seminars took place during the Autumn, hosted by Kings College London, the University of Warwick and Leeds University. These days provided the opportunity for feedback from the first seminars, as well as to discuss and reflect on the implications of recent research into gender in education issues from a subject and practitioner perspective.
National Academy for Gifted and Talented Youth: Evaluation
This is a summative evaluation to the now historical National Academy for Gifted and Talented Youth (NAGTY) that was funded from 2002-2007 by the then DfES. The project was initially based at the University of Warwick, but following a competitive open tender process in August 2007 was awarded to CfBT Education Trust, who replaced NAGTY with the Young Gifted and Talented (YG&T) Learner Academy. Over the five years that Warwick held the contract, NAGTY developed a three 'academies' structure: the
Marc Heuer, 4th Grade
Research about water facts and the water cycle, including where the town gets and purifies its water, engages students. The students use the think-pair-share strategy as they work in their groups.
Professional Cultures of Creativity and Care in Performative Primary Schools
This conference paper, presented at the European Conference on Educational Research in September 2008, discusses the findings of a study that focused on the introduction and impact of performative policies in primary schools and the current discourse on creativity. The research took place over two years and discusses whether the effects of such initiatives have had an adverse impact upon the professional cultures of the primary school.
Children’s Well-being in Primary School: Pupil and School Effects
Morrison Gutman and Feinstein published this report with data from their longitudinal study in 2008. It was produced within the context of children’s well-being and the UNICEF report card in 2007. The Morrison Gutman and Feinstein study investigated the pupil and school effects on children’s well-being for eight to ten year old children. The resource includes a succinct background to the study, outlines the research methodology employed and describes the findings with implications for school
Citizenship Education Longitudinal Study (CELS) - Sixth Annual Report
This is the sixth annual report from the national Citizenship Education Longitudinal Study (CELS), conducted by the National Foundation for Educational Research. The eight year CELS aims to identify, measure and assess the short-term and long-term effects of citizenship education in schools on students over time. The focus of this, the most recent annual report, is upon ‘Young People’s Civic Participation In and Beyond School: Attitudes, Intentions and Influences’.
Enhancing the communication learning environment of an early years unit
This research paper, presented at BERA 2001, reports on an action research project in which a group of teachers, nursery nurses and teaching assistants worked with an Open University consultant, Melanie Nind, to improve the language and communication provision in an early years unit. The project took an inclusive approach, rather than starting with a deficit model, through which the learning environment was enriched for all children. The development and evaluation of changes was guided by the co
NALDIC ITTSEAL: Making Maths curriculum more accessible: Strategies for children learning EAL
There are certain activities especially those relating to vocabulary associated with abstract concepts (e.g. problem solving) that some pupils learning EAL find challenging. We also know that all children develop their mathematical skills more when involved in inclusive collaborative activities, especially those that invite active participation. The key aim in this short guidance is to explore the role of children’s first languages in developing their understanding of abstract mathematical con
The National College of School Leadership (NCSL)
The National College of School Leadership (NCSL) was launched in 2000 and aims to "to make a difference to children's lives through excellent school leadership". It is based at a purpose built learning and conference centre in Nottingham. The College is funded by the government and its work is informed by four key goals.
TDA Standards Case Study: Developing Trainees' Professional Attributes
A case study charting the experiences of trainees on a primary undergraduate programme in physical education, including the ways in which the provider tailored provision to develop trainees' professional attributes.
Evaluation of the Chemistry for Non-Specialists Training Programme: Final Report
This is the final report of an evaluation by the National Foundation for Educational Research (NFER) of the Chemistry for Non-Specialists (CFNS) training programmes on behalf of the Royal Society of Chemistry (RSC).
Extended Schools Survey of Schools, Pupils and Parents: A Quantitative Study of Perceptions and Usag
This is a research paper commissioned to Ipsos MORI by the DCSF to examine provision in extended schools (primary, secondary and special). The research paper clearly presents the background to the development of extended schools, the methodology for the research, its findings and it makes a set of recommendations based on these.
Closing the gap between boys’ and girls’ attainment in school
This report by Estyn, commissioned by the Welsh Assembly Government, presents findings from 2006-2008 relating to closing the gap between boys' and girls' attainment in schools. It is based on inspection reports and/or investigating schools with high GCSE results for boys and girls, data and document scrutiny, and what is described as "a review of recent research".
TDA Standards case study: Communicating and working with others
A case study charting the experiences of trainees on a primary undergraduate programme, including the ways in which the provider tailored provision to embed development of trainees' collaboration and communication skills.
Assessment for Learning: 10 principles
This leaflet/poster, produced by the Assessment Reform Group (ARG) in 2002, summarises the key features which have resulted from extensive research into Assessment for Learning (AfL). It outlines ten principles towards changing assessment practice in the classroom, whilst at the same time maintaining the quality of learning experiences.
Evidence Matters: Towards informed professionalism in education
The resource is a CfBT publication that is focused upon the way in which knowledge about educational practice is produced and put to use. The paper examines the recent impact of research evidence on educational policy and practice, and presents recommendations for more effective structures and relationships in the future. A case is made for the transference of ways of working from other fields in which there is a continued interface between the research task and the practice setting.
National Evaluation of Diplomas: Preparation for 2008 Delivery
This is a 131 page research report focusing on the findings of an evaluation which explored the planning and preparation for the Diplomas prior to their introduction in September 2008. It provides a comprehensive first phase report (planning and preparation) of a six year (2008 - 2013) national evaluation of the implementation, delivery and impact of the Diplomas
The Impact of Research on Policy
This is a publication from the British Educational Research Association (BERA) compiled by scholars based in three universities working within the education research sector, with a particular focus on Early Childhood studies. It assesses the impact of significant and contemporary education research on government policy.
Extended Schools – Jesse Boot Primary School
This Teachers TV video provides a 15 minute introduction to the work of one extended school, Jesse Boot Primary School in Nottingham. It reflects on the contributions that extended school provision can make to the emotional and physical well being of pupils and also for the wider community.
TDA Standards case study: Phonics and Early Reading
A case study charting the experiences of trainees on a primary undergraduate programme, including the ways in which the provider tailored provision to support trainees' in the teaching of phonics.