Education act Where can I find infomation on the educational ideologies that helped form the education acts of 1944 and 1988? Also what are the following educational issues and their supporting ideologies? 1.comprehensivisation 2.vocationalism 3.privatisation 4.progressivism Ive done a google search which didn't help and looked in wikpedia which did help. This is for a year 1 education BA essay.
Special needs Funding
Special needs Funding I am in my third year and am currently writing my independent study. My title is - To what extent is there adequate funding to cater for children with SEN in mainstream schools. I am hoping to focus on children with Emotional Behavioural Difficulties, and whether there is adequate funding to support them in the mainstream, but am struggling to find literature related to this, and as a result am broadening this to children with SEN. I am also hoping to create a debate relat
School starting age
School starting age I am a 3rd year student at Canterbury Christ Church. I am looking into the difference in starting school between the UK and USA. I have a lot of information on the American side but am stuggling to find information on the reasons children start school at age 4, and the choices parents have on when their children start school. Any information also on daily routines and early years support in both countries would be gratefully received.
Religious education Primary
Religious education Primary I'm a 4th year trying to find as much info as possible for my dissertation on R.E. teaching in the primary school. The question I have chosen is "What are the barriers to children learning about faiths/religions other than their own?". I haven't found anything so far. Thanks.
Report of the Teaching and Learning in 2020 Review Group
A major report on personalising teaching and learning was published on 4 January 2007. Launched by Ruth Kelly in March 2006, the Review Group was asked to present a strategic plan for the realisation by 2020 of its vision of personalised learning. The rather ingenious title, 2020 Vision, reflects the fact that children starting their schooling this year will have moved on to higher education, training or work by that year.
Evaluation of Increased Flexibility for 14 to 16 Year Olds Programme: The Second Year
The resource is an evaluation report carried out by the National Foundation for Educational Research on behalf of the Department for Education and Skills into the second year of the Increased Flexibility Programme (IFP) for 14 to 16 Year Olds. Given the wider availability of vocational and work related learning options for 14-16 year olds since the relaxation of National Curriculum requirements at Key Stage 4, the research offers a valuable insight into the implications of this for young people,
Thinking skills in the early years: A literature review
The focus of this resource concerns the thinking skills specific to the early years of schooling.. The resource reports on the answers to three research questions and 1. Explores the pedagogical approaches currently used to develop generic thinking skills for three to seven year old children; 2. Identifies the demonstrable generic thinking skills of three to seven year old children; 3. Examines the relationship between the thinking capacities of young children and the pedagogical approache
More Than Potato Prints - making the most of the arts in early years settings
This publication, which is available as both a downloadable web based resource and a printed booklet, is an Arts Council England publication comprising a series of case studies set in Sure Start Children’s Centres. The Sure Start initiative was set up by the Government in 1999 with the stated aim to establish a Sure Start Children’s Centre within every community by 2010. These Centres form part of a national 10 year childcare strategy and offer services and information for children under fiv
Promoting group talk and higher-order thinking in pupils by coaching secondary English trainee teach
The aim of the project was to investigate whether the quality of pupils’ group talk and higher-order thinking at KS3 could be developed by giving additional training and coaching to a group of self-selected trainees. The project aimed to develop the trainees’ skills in planning challenging tasks for pupils’ group talk in English; and in promoting effective talk through the use of pupil ‘ground-rules’ and varied teacher discourse strategies, drawn from research and the participants’ p
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
The EPPI review ‘What characterises effective teacher initiated teacher-pupil dialogue to promote
March 2008 has seen the publication of two important reports concerning mathematics education. ‘What characterises effective teacher initiated teacher-pupil dialogue to promote conceptual understanding in mathematics lessons in England in Key Stages 2 and 3', is an EPPI systematic review commissioned by the DCSF. ‘Foundations for Success' the Final Report of the National Mathematics Advisory Panel for the U.S. Department of Education is a report that was complied over approximately two yea
Literacy and Enjoyment 1
This video from Teachers TV follows the practice of a Year 2 teacher who has been involved with the Centre for Literacy in Primary Education’s 'Power of Reading' project. It includes interviews with the class teacher and Olivia O’Sullivan from the CLPE, in which each discusses the approach and how it supports children’s reading and their writing. Throughout the video there are excerpts from the teacher’s classroom in which she can be seen working with her class at different stages of the
KS1/2 Music - Managing Music at KS2
This is a Teachers TV programme about teaching music in Key Stage 2. It follows one class teacher and his year 6 class though the first two lessons from a longer unit related to composing songs.
Council for Subject Associations Website
The Council for Subject Associations' (CfSA) new 'subjectassociations' website went online at the end of November 2008 just over one year on from the official launch of the CfSA on 20th September 2007. It is a "voice for the subjects" set up as "a membership organisation" and with support from the DCSF. The members comprise varied subject associations, including many subject resource networks (SRNs), and there are also associate members. The CfSA is a charitable company and, as of this publica
TDA E-Learning Grant Reports Round Two: University of Winchester: E-Learning Platform
As part of the successful TDA bid the Faculty of Education at the University of Winchester extended the use of the e-learning platform to over one hundred and sixty students on final placement on the primary phase, four year undergraduate programme.
Flexible Assessment: English tasks for children working below the levels of the National Curriculum
The 2003 article from NFER PRE summarises the development stages that occurred in order to create optional English tasks. The final versions were intended to support National Curriculum assessments at the end of year 6. These tasks were aimed at the 5% of children who come to the end of year 6, but are not entered into the National Curriculum assessments for a variety of reasons.
Getting Out of the Classroom - Outdoor Learning with Forest School
In a short 15 minute film, this Teachers TV programme demonstrates the impact of Forest School on a group of Reception and Year 1 children from Charlbury School Oxfordshire. We see children experiencing outdoor learning in wet and dry weather and hear their views of the activities. We also gain an understanding of how the activities have changed children, from the perspectives of both teachers and parents. Of the greatest benefit to trainee teachers and teachers, we hear how the featured teacher
Becoming a Problem: How and Why Children Acquire a Reputation as 'Naughty' in the Earliest Years at
This is a research project funded by the Economic and Social Research Council (ESRC). It was led by Maggie Maclure and a team in one reception class (4-5 year olds) at four different primary/infant schools in Manchester. The report concentrates on the Foundation stage of schooling. By studying how pupils and teachers interact within the classroom and looking at other influences, it describes how this leads to children gaining reputations of being ‘good’ or ‘problem’ pupils and how they l
Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Influences on children's cognit
This a DCSF Research Brief which builds upon the original Effective and Pre-school Primary Project (EPPE) 3-11, which investigated children’s intellectual and social/behavioural development between the ages of 3-7 years (Sylva et al, 2004). The EPPE 3-11 extension follows up the sample to the end of primary school (age 11 years, the end of Key Stage 2). This Research Brief provides an overview of the latest findings. It reports on the long term impact of the Home Learning Environment (HLE) an
Planning for change: the impact of the new Key Stage 3 curriculum
This is an Ofsted report which evaluates the progress of the implementation of the new Key Stage 3 curriculum. The report draws on visits to 37 schools between May 2008 and March 2009. The new National Curriculum for Key Stage 3 came into effect for Year 7 pupils from September 2008, and carried with it a clear expectation that schools develop a more integrated approach to curriculum planning and delivery. The report suggests that the schools in the survey had made progress in introducing more v