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
A systematic review of interactions in pedagogical approaches with reported outcomes for the academi
This is the second systematic review using the EPPI protocol in a series that is focusing upon effective pedagogical approaches in use in mainstream classrooms with children with special educational needs, aged 7-14 years. This second review expands the focus of the previous year to investigate the nature of the interactions between teachers, support staff and pupils.
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).
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.
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.
Making Good Progress Series (Improving pupil progression)
"Making Good Progress" has the aim of helping schools, parents and pupils focus on individual progress, without sacrificing other standards that have improved. There have been several reports in the series, and a two-year pilot was launched in June 2007.
The Key Stage 4 curriculum. Increased flexibility and work-related learning
This is a report of the second year of the Ofsted survey on how well schools and colleges are responding to changes in the Key Stage 4 curriculum, particularly work-related learning.
When You Are Born Matters: The Impact of Date of Birth on Child
This is a report of research published by the Institute of Fiscal Studies designed to investigate two key issues: • What are the factors behind the comparatively poor academic achievement in cognitive tests of the youngest children in each school year cohort? • Should something be done about this disparity and if so what?
Researching young researchers in primary schools: responding to children’s evaluations of a partic
The Children’s Research Centre of the Open University supports children being active researchers in their schools. This paper presents the views of 10 and 11 year-old researchers about an evaluation of their involvement in research projects. The children valued their unique perspective as well as group perspectives of the process. The paper considers the implications of a participatory technique as a way of representing their views. The author shows the value of listening carefully to children
Creating Accurate Science Benchmark Assessments to Inform Instruction
This is a report on American research carried out by The National Center for Research on Evaluation, Standards, and Student Testing at the University of California. The aim was to write, pilot test and evaluate benchmark assessments in the form of multiple-choice and open-ended questions in four areas of science taught to Grade 5 pupils (equivalent to Year 6 pupils in the UK). It was carried out using practicing teachers and researchers who were experts on science pedagogy and content.
The impact of 14-16 year olds on further education colleges
This report examined colleges’ practical strategies and issues for integrating 14–16 year-old learners into the more traditional profile of FE. It is based on case studies of five colleges. The aim of this research was to explore the impact that 14–16 year olds have on FE colleges, their staff and older learners, to examine the strategies that FE colleges and their staff used to integrate 14–16 year olds successfully into their institutions and to identify the issues that remained to be
Primary Languages in Initial Teacher Training
Published by Ofsted in January 2008, this report into Primary Languages in Initial Teacher Training seeks to extrapolate the key points of a a survey of ITT providers conducted by Ofsted during the academic year 2006/7. This report identifies good practice as well as areas of concern for training providers, school partners and trainees. Of the 30 established providers of Primary Languages, 10 were visited twice during the academic year 2006/7 whilst a further 19 took part in a telephone survey.
Students' experiences of ‘researching’ in different subjects
This resource appeared in November 2006 in Practical Research for Education, the NFER publication for teachers. It is a reprint of a 2005 article from a new Zealand Journal Research Information for Teachers. This study was carried out in New Zealand with Year 11, 12 and 13 students. The aim was to collect student views of their experiences of research (identifying, interpreting and analysing information on their own or in a group) in different subjects and different types of courses.
Comparison of Literacy Progress of Young Children in London Schools: A Reading Recovery Follow-up St
May 9th saw the publication of a study which “followed up the impact on children’s literacy in London schools a year or more after intervention (Reading Recovery) had been received”. The press has headlined the progress made by children on this programme.
Evaluation of a Voices Foundation Primer in Primary Schools
A DfES research report published in 2005 evaluating the impact of a one year Voices Foundation project to develop teachers’ expertise and use of singing, in primary schools across England.
Aims for Primary Education: the changing national context
The resource is a survey of research conducted into the changing national context of primary education in England. As one of thirty specially-commissioned surveys of existing research undertaken by 70 academic consultants, it examines major economic and social trends in Britain and how these relate to education. It is part of a two-year project, called The Primary Review, which began in 2006.
Changing Teachers - Finland comes to England - Primary
This Teachers TV 30 minute video summarises the five-day placement of a Finnish primary teacher in a year 3 class in an inner London school. According to the commentary, the Finnish teacher, Johanna, receives a ‘huge culture shock’. She is introduced to literacy and numeracy strategies, the English National Curriculum, unfamiliar primary materials and technologies, a longer working day and the challenges of teaching in an inner city English primary school. She compares critically the system
A systematic review of the effect of nutrition, diet and dietary change on learning, education and p
This is a systematic review of research into the effect of good nutrition on the behaviour, learning and performance of school-aged children. Conducted by the Centre for Food, Physical Activity and Obesity Research at the University of Teesside between November 2005 and April 2006, it was updated in June of that year.
Comparison of Literacy Progress of Young Children in London Schools. A Reading Recovery Follow up St
This evaluation report follows up a Reading Recovery (RR) intervention programme that had initially been carried out on children aged around 6 years in 42 London schools. In the initial study (2005-6), these children, then in year 1, were all reading at a level below age 5. This report makes comparisons between the original study and the follow up assessment that took place at the end of Key Stage 1 (July 2007) when the children were 7+ years old. This follow up study was designed to assess the
The Influence of School and Teaching Quality on Children’s Progress in Primary School
The resource is a report of research which “investigates the way school and classroom processes affect the cognitive progress and social/behavioural development of children between the ages of 6 (Year 1) and 10 (Year 5) in primary schools in England.” (page i) The research is part of a large research project funded by the Department for Children, Schools and Families (DCSF). The project was called Effective Pre-School and Primary Education (EPPE 3-11). This project followed the cognitive and