A systematic review of the impact of citizenship education on student learning and achievement
Following a previous research review (Deakin Crick et al 2004) which took as its focus international evidence relating to the provision of citizenship in schools, this review is an in-depth synthesis of thirteen studies which address a range of types of citizenship education and learning processes. While explicitly aware of the complexities of the relationship between one subject and general measures of pupil progress, the authors clearly conclude that the research evidence demonstrates that Cit
What teachers learn from children's mathematical arguments in discussion: moving to a new pedagogica
This resource is a paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, September 2003. It reports part of a research study of teachers’ reflection on and development of mathematical discussion in the classroom.
Children’s experiences of mathematics
This paper was presented at the Annual Conference of the British Educational Research Association, University of Exeter, 12-14 September 2002. This study looked at how primary children view mathematics.
Individual Teacher Training: A systematic map into approaches to making initial teacher training fle
This review is concerned with the research literature on school-based initial teacher training and how it can be made flexible and responsive to trainees’ individual needs. It was commissioned by the Evidence for Policy and Practice Information and Co-ordination Centre (EPPI-Centre) against the backdrop of a growing number of non-traditional routes into teaching and an agenda of widening access in addition to the more traditional routes. In view of the diversity of options available there is a
The Impact of ICT in schools – a landscape review
This report aims to provide an exhaustive review of recent literature on the impact of ICT in schools, to draw up the key points made in the literature, and to make recommendations for further research The review looks at the impact of ICT under three broad headings: • Provision and access • Learning and teaching • Communication within school and the wider community
Pupils’ experiences and perspectives of the National Curriculum and assessment
This is the final report for the research review on pupils’ experiences and perspectives of the National Curriculum, carried out by the National Foundation for Educational Research (NFER) on behalf of the Qualifications and Curriculum Authority(QCA). It draws together the work from the six years of the project, the first report for this project being produced in February 2000. A series of annual updating reports were supplied by the NFER to the QCA from 2001–2005 inclusive and this overview
Tackling low educational achievement
This report by Robert Cassen and Geeta Kingdon, published by the Joseph Rowntree Foundation, provides a wide ranging review of existing research and public documents alongside new analysis. The report examines why tens of thousands of young people leave school every year with no or very few qualifications. In 2006, nearly 5% of all pupils in state schools (28,000) received no GCSE passes and almost 25% (146,000) scored no passes above the 'D' grade
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.