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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.
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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.
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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.
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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
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School Breakfast Clubs, Social Background and Nutritional Status
This resource is a short research report of a small scale investigation into the nutritional impact of participation in school breakfast clubs. The results of the investigation suggest that breakfast clubs may have a positive impact on pupils’ intake of key nutrients, especially those pupils from poorer home backgrounds.
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Bright poor children 'slip back'
This BBC news item reports on a study conducted by the Sutton Trust, which is based on research findings from the ‘Millennium Cohort’ born in 2000-01. It has found that UK social mobility has not improved since 1970.
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Children in Primary Schools: research on development, learning, diversity and educational needs
A further group of interim reports from the Primary Review were published on 14th December 2007. These form part of a number of research surveys, which have been commissioned for use as evidence by the review team.
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Classroom Organisation in Primary Mathematics Teaching: The Challenges of Diversity
This article, written in 2003, considers research which compares the effects on primary children’s attainment in mathematics according to whether they are being taught in mixed ability groups or in “ability sets”. The article reports on the Improving Primary Mathematics (IPM) initiative undertaken collaboratively between the London Borough of Barking and Dagenham (LBBD) and the National Institute of Economic and Social Research (NIESR), which promoted interactive whole-class teaching. Pr
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From idea to impact : a guide to the research process. Building effective research : 1
This is one of the titles in the Learning & Skills Research Centre Series which is intended to increase the effectiveness of research on and for the Learning & Skills Sector. This title focuses on the research process as a whole.
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The Mentor's use of Adult Learning Theories: are theory and practice co-extensive?
This is a conference paper which was presented at the BERA annual conference in September 2007. It is based on doctoral research which looks into the pedagogical practice of mentors during the school-based element of student teachers’ training. It focuses specifically on Initial Teacher Training provided by Higher Education Institution (HEI) Partnerships and considers mentors’ professional knowledge base. In particular, it contemplates the nature and the source of this knowledge of mentors t
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Creative Partnerships
2006 marked four years since the start of the Creative Partnerships (CP) programme; this resource sets out to indicate the impact so far through four short publications: Creative Partnerships - approach and impact, Research digest 2002 - 2006, Whole school case studies and Thinkpiece - the challenge of defining impact. They summarise the research and evaluation of Creative Partnerships carried out between 2002 and 2006.
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Building thinking skills in thinking classrooms ACTS (Activating Children’s Thinking Skills) in No
This research briefing is of a project carried out as part of the Teaching and Learning Research Programme based at the Institute of Education, University of London. ACTS (Activating Children’s Thinking Skills) was used as the thinking framework. The project builds on a substantial earlier review of the research literature on developing thinking skills. Working with 134 teachers of 8-11 year old pupils in Northern Ireland schools, lessons were designed and taught to teach thinking skills inte
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The Structure and Content of English Primary Education: international perspectives
Three further research surveys from the Primary Review were published on 8th February 2008. The reports, entitled ‘The Structure and Content of English Primary Education: international perspectives', focus on international comparison in order "to consider the structure of the national primary system and the content of the primary school curriculum".
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Inter-school collaboration: a literature review
This is a review of literature on collaborations between schools. It was undertaken by the National Foundation for Educational Research in Northern Ireland in relation to the promotion of interconnections between schools of different denominations. This relatively narrow remit is not reflected in the review itself; a wide ranging and valuable insight into school collaborations more generally.
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Local Authority Music Services Provision (2007) for Key Stages 1 and 2
A DCSF research report published in 2007 on the provision for music at KS1 and 2 by Local Authority Music Services. The report is an analysis of the data collected relating to the implementation of the Wider Opportunities (WO) initiative.
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Governance, Funding, Reform and Quality Assurance: policy frameworks for English primary education
On February 29th the Cambridge based Primary Review, which is supported by the Esmée Fairbairn Foundation and directed by Professor Robin Alexander, published its four most recent interim reports. The review has commissioned thirty research surveys to be used as evidence and these four reports surveyed more than 200 sources whilst focusing on three from the ten Primary Review themes: Curriculum and Assessment Quality and Standards Funding and Governance
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Parent academic involvement as related to school behaviour, achievement, and aspirations: Demographi
This resource is a digest of a paper that investigated the influence demographic background (socio-economic status and ethnicity) had on parental involvement in children’s schooling and how this influenced achievement, aspirations and behaviour. The research consisted of a multi-site longitudinal study of 463 families in the US states of Tennessee and Indiana. The study involved students from 7th grade (year 7, 12 years old) through to 11th grade (year 11, 16 years old).
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Making a successful transition to Year 1
This is an article from the NFER journal Practical Research for Education (PRE). It reports on research conducted by the DfES in 2004 which investigated the transition of children from the Foundation Stage to Year One. Part of a larger overall study, this particular research report includes the views of children, parents and teachers and presents the major findings from these three groups.
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Making a Difference in Schools; The Big Brothers Big Sisters Schools Based Mentoring Impact Study
A comprehensive research study on the impact of a School Based Mentoring (SBM) scheme in the United States. The efficacy of this ten year old scheme is compared and contrasted with existing Community Based Mentoring (CBM) schemes (based in clubs and community centres around the US) which have been in operation for the past century. Both schemes operate under the auspices of the US nation-wide and voluntary, ‘Big Brothers Big Sisters’ (BBBS) organisation.
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