Teacher qualifications I am researching in the area of how evidence-based research in the primary classroom through action research and teachers as researchers makes for more effective practitioners. One of the problems I have discovered is that the majority of teachers feel ill-equipped to carry out such research, amongst other issues surrounding their attitudes to research. This led me to question if the qualification of BA was enough and if the route to go was to require teachers to have MAs
Literacy Information technology
I'm writing my dissertation on how the use of ICT can enhance and benefit the teaching of literacy in the primary school (key stage one and two) I’ve looked through your research bank and found a lot of positive journals and links that support this statement, but I need to find some contradicting arguments, can you help? I would list the journals I’ve found so far, but there are loads, these are just some that I’ve looked at and found very helpful… Net Library Developing the ICT capable
Primary pupils' experiences of different types of grouping in school
This research summary appears in the digest section of the DfES Standards Site (TRIPS). The paper it refers to, published in the British Educational Research Journal, 30 (4) August 2004, takes as its focus pupils’ perceptions, hitherto an uncommon perspective in researching the efficacy of different pupil groupings. Whilst the use of case study precludes widely applicable recommendations, the report does suggest some worthwhile implications which should prompt teachers and others to think abou
Variations in Teachers’ Work, Lives and Effectiveness
This is a report of research which took place between 2001-5, commissioned by the DfES to investigate factors contributing to variations in teachers’ effectiveness at different phases of their careers, working in a range of schools in different contexts.
Improving learning in the workplace
This is a research briefing (March 2004) issued by the Teaching and Learning Research Programme (TLRP), which presents the findings from research investigating the interactions between government policy, workplace regulation and individual worker dispositions as they affect the learning environments and learning opportunities.
Do summative assessment and testing have a positive or negative effect on post-16 learners’ motiva
In January 2003, the Learning and Skills Research Centre commissioned a review of research to investigate the effects of summative assessment and testing on learners’ motivation in the learning and skills sector. This comprehensive review of existing evidence – 105 books articles and research reports - was intended to establish the basis for a subsequent primary research programme to collect and evaluate the quality of this evidence.
Evaluation of the School Fruit and Vegetable Pilot Scheme
This resource is the summary of a longer NFER research report which evaluated the School Fruit and Vegetable Scheme (SFVS), piloted in 500 schools in 2000 and 2001. Since 2004, this scheme has operated throughout England. Key findings show that the pilot scheme had an impact on children’s healthy eating during Key Stage 1 when free fruit was available, but this was not sustained during Key Stage 2 when children’s participation in the scheme came to an end.
Using Data to Support Learning in Schools
This review is linked to major themes considered at the Australian Council for Educational Research (ACER) 2005 Research Conference, ‘Using data to support learning’. The review accommodates a range of perspectives on data which is intended to appeal to a range of readers.
Literature Review of E-assessment
This literature review of e-assessment from Futurelab, Bristol is a 50-page booklet review of research and authoritative publications that discusses aspects of e-assessment. It is divided into four sections dealing with: the role of assessment in pedagogy; policy (and political) issues related to assessment; currents developments illustrated with exemplar; and finally a more theoretical analysis of opportunities. An important element of the review is the glossary of terms and the bibliography. T
14-19 and Digital Technologies: A review of research and projects
This is a Futurelab review of research and projects that is readily and freely available as a PDF file and currently in print (12/06). It uses four cases studies to illustrate and inform its conclusions. It identifies that digital technologies has a broad and pervasive impact upon the 14-19 agenda through an approach that particularly concentrates upon learning theory including constructivist, cognitivist and socio approaches. The key findings, that have the most impact upon teacher training, ar
Teacher & Teacher Education: Featured Journal With Free Access To A Sample Issue
Teaching and Teacher Education aims to enhance theory, research, and practice in teaching and teacher education through the publication of papers concerned with the description of teaching, teaching effectiveness, the factors that determine teachers' thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers.
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.