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
Personalised Learning and Pupil Voice: The East Sussex Project
This booklet is a 2006 report of Personalised Learning: The East Sussex project, funded jointly by the Centre for British Teachers (CfBT) and the DfES Innovation Unit.
Personalised Learning at GCSE: Whole School Issues
This Teachers TV programme looks at a number of strategies for personalising learning which one comprehensive school in London has put into place, particularly for Years 10 and 11, with apparent success.
Supporting E-learning Communities in ITT Series: Roehampton University: Creative Teaching Network
An e-learning report from Roehampton University
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.
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.
Primary Management: Creativity in Action
Subtitled ‘Helping teachers deliver creative learning’, this Teachers TV resource is a 15 minute video clip in which an ex HMI, a Creative Director from Creative Partnerships, a group of Primary school teachers and a QCA Programme Leader separately discuss their understanding of creativity and the help that is available from the QCA to support creative teaching and learning. It aims to provide a clear definition of creativity, and in particular ’new creativity’.
Resource Review – Primary Mathematics 1 – ICT Special
A Teachers TV programme lasting 13 min 41 sec which reviews three items of computer software designed to support the teaching and learning of primary mathematics. The software covered includes: Interactive Maths (ATM), Maths Circus Act 4 (4Mation) and Teaching Time (Primary Games)
ICT in Pre-School: A 'Benign Addition'?: A review of Literature on ICT in Pre-school settings.
This literature review was commissioned to inform the development of a national strategy for the provision and use of ICT in pre-school education in collaboration with the Scottish Executive Education Department. The review was first published in 2002 by Learning and Teaching Scotland.
2.2 Pressure in the atmosphere
Whether you're a professional musician, play music with your friends on the weekends or just like to listen to CDs, music technology affects your life. In this unit, you will learn some of the basics of music technology, starting with what sound is, how it is created and how it travels.
Language learning strategies across the curriculum: government policy and school practice
This is a paper presented at the British Educational Research Association Annual Conference 2006. Forming part of a project funded by the Society for Educational Studies, it explores the impact of strategy instruction (SI) directed towards the transferability of learning strategies across English and French.
Using ‘Learning Study’ as a model of collaborative practice (R&DA 2: 8)
This project investigated whether the strategy of ‘Learning Study’ can be used as an effective model for collaborative practice within initial teacher training. The project was focused on teaching in the 11-19 age range of Business Education, Economics and Design and Technology however the critical points of the project lay not in the curriculum areas but in the exploration with trainees of a conceptualisation of learning. Supported by a TDA Research and Development Award
Informality and formality in learning
This resource offers readers an extremely valuable opportunity to reflect upon notions of formal and informal learning. It is in the form of a report for the Learning and Skills Research Centre that seeks to challenge some common conceptions relating to distinctions between these two concepts.
Science Subject Knowledge for Trainee Primary Teachers - The delivery of multimedia content via a Vi
This project examined how a virtual learning environment could be used to enhance science subject knowledge for trainee primary teachers. Diagnostic quizzes, specially designed and created materials using still and moving images, and extra sessions were used successfully to enhance subject knowledge competence and confidence in ‘difficult concepts’ in science. These materials were used with primary PGCE trainees and are available for examination. Supported by a TDA Research and Developmen
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
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
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