Using mentors’ metacognitive skills to increase the knowledge base in teacher training of how teac
This project explored the strategy of adding voice files to word documents - primarily lesson plans and schemes of work - in an initial teacher training context. The technique is called Voice over Text (VoT). The purpose was to reveal the thinking behind teaching processes; in this case there was an emphasis on planning. The use of Voice over Text delivered promising early results in that trainees were able to access the thinking of experienced practitioners which previously had been invisible
Urban ITT: Working with urban schools in challenging contexts (R&DA 2: 17)
The purpose of this project was to contribute to the training of teachers for work in urban schools facing a range of disadvantages. The research was conducted in Manchester and London and undertaken with teachers at the beginning of their careers and the mentors who supported them. 162 trainees were surveyed and eight case studies investigated issues in more depth. The project found that many trainees started and ended their training wanting to teach in challenging urban settings but that th
Personal Digital Assistants (PDAs) and Handheld PCs: Identifying their Potential to Support Initial
This project explored the potential for Personal Digital Assistants (PDAs) to support trainees in school. 14 PGCE science students were given either a Windows Pocket PC or a Palm OS based handheld. Useful technical detail underlying the decisions to use these two is reported. Trainees received four hours of training in 10 aspects of potential support from their PDAS and also in their use. It was intended that the trainees used the PDAs on their school experiences. Some but not all were able
An analysis of e-learning in a flexible postgraduate initial teacher training course (R&DA 2: 04)
This project examined the advantages and disadvantages of e-learning. Trainees on a part-time flexible route for PGCE used a virtual learning environment and the researchers concluded that e-learning can offer an effective alternative for students who cannot access full time face-to-face training. The study used a multi-method approach, including analysis of materials posted on the VLE, two questionnaires and focus group interviews. Supported by a TDA Research and Development Award
The effects of interactive reading homework and parent involvement on children’s inference respons
This resource is a DfES TRIPS digest of a research project investigating the parental role in supporting seven-year old children at home with reading homework. The research focused particularly on children’s inferential responses to texts. One group of parents were given homework and training in how to interact with their children, a second group were given the homework only and a third control group continued with their usual programme of homework.
The National Literacy Strategy: not prescriptive enough?
This is an academic paper, concerned with the effectiveness of The National Literacy Strategy (NLS) in relation to the teaching and learning of literacy. The initial research, which supports the paper, was carried out in the summer of 2002 and the findings were presented at The British Educational Research Association Annual Conference, September 04.
Promoting pupils’ interest in, and knowledge of, local ecology through an outdoor nature programme
The resource is a DfES (TRIPS) article that reviews a detailed research report “Investigating nature on the way to school: responses to an educational programme by teachers and their pupils”, published in 2006, in the International Journal of Science.
Improving Teaching and Learning in Schools
This is the second commentary by the Teaching and Learning Research Programme (TLRP) which describes what their researchers have found out about improving education in UK schools. The work has concentrated on issues such as solving classrooms problems; the best ways of using new technology in schools; involving pupils more successfully and the links between home and school. The resource includes evidence informed principles for teaching and learning developed as collaborative projects between s
Modality Matching and other Myths: Learning styles and pedagogy in post-16 learning
This influential report by the Learning and Skills Research Centre undertaken in 2005 critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning were reported as being serious and of concern to learners, teachers and trainers, managers, researchers and inspectors. The report was aimed at post 16 education
A systematic literature review on the perceptions of ways in which support staff work to support pup
This is a systematic review of research using the EPPI protocols and relating to perceptions of the ways in which support staff contribute to pupils’ social and academic engagement in primary classrooms in the United Kingdom. It found that teaching assistants play an increasingly important pedagogic role in schools, under the guidance of teachers and head teachers and that, in their direct interactions with pupils, they make significant contributions and decisions. The report summary identifie
Pupils’ views of the curriculum: are you ‘in the know’?
The resource is an article, published by the National Foundation for Education Research (NFER), which gives an overview of the research undertaken in the UK since 1989 into pupils’ perceptions of what characterises a successful and interesting school curriculum.
citizED: The Individual and the Political Process: Nazi Ideology and its Genesis
An extended case study from CitizED which investigates the impact of the Nazi regime on people in Germany, 1933-39. Included are exercises to use the material and the activities to research, investigate and discuss important issues connected with citizenship today.
'Social bias' in setting pupils
This BBC news item reports on a study presented as a paper at the recent BERA conference, September 2007. This research found evidence that social class plays a significant part in the setting of pupils, with middle class children being more likely to be placed in the higher sets.
Preparation for Teaching in Rural Schools
This is a research report for the British Educational Research Association Conference, 2007. It reports on findings from a collaborative project between three Providers of ITE with rural school partnerships: the University of Plymouth; the Dorset Teacher Training Partnership; and the University of Gloucester
Early Years Education - perspectives from a review of the international literature
This resource is an article from NFER's "Practical Research for Education" and focuses on the national review examining reforms for the education of 3-18 year olds in the UK. The review draws on international literature to concentrate on key issues and to critically review existing evidence.
Mathematics and Science in Secondary Schools: The Deployment of Teachers and Support Staff to Delive
Commissioned by the Department for Education and Skills (DfES), this resource is a summary of the findings of a largely quantitative survey into the deployment of teachers and support staff of mathematics and science in 25% of maintained secondary schools in England. Data was obtained from postal questionnaires to heads and teachers of mathematics and science and a survey of support staff assisting in mathematics and science departments. Twelve schools, chosen for exemplifying good practices in
Eliciting children’s perceptions of play and exploiting playfulness to maximise learning in early
This resource is a research paper presented at BERA in 2002 and focuses on the importance of play in children’s development and how this can be used in a classroom context. The Welsh paper summarises the research that explored children’s perceptions of play, and well known theories of play were used as a framework for ‘exploiting’ play as a useful technique for teaching young children.
Primary schools and other agencies
The Primary Review is an independent enquiry into the condition and future of primary education in England. This report, a research survey, is one of 32 interim reports published in relation to the Primary Review. It relates to theme eight of the Primary Review, ‘Beyond the School’, and examines the relationship between education and various agencies which primary school aged children in the U.K. may come into contact with.
Managing institutional and personal transitions – developing the work in schools
This DCSF TRIPS digest presents one of three research projects on transitions. The study proposes that motivation can be increased by schools giving clear messages about the focus of each year, by teachers recognising the value of pupils’ peer support, and by teachers supporting and encouraging pupil re-engagement.
Becoming a Lecturer in Initial Teacher Education: an ESCalate workshop
This ESCalate workshop took place at the University of Birmingham Conference Park on 22 November. Led by Professor Jean Murray, Dr Pete Boyd and Kim Harris, the authors of Becoming a Teacher Educator, it was attended by forty new teacher educators (NTEs) from HEIs and SCITTS across England and Wales. Consisting of four workshop sessions, the day also offered opportunities for NTEs (in their first three years in the role) to network and to share experiences and concerns. In each of the workshop s