Literature Review in Languages, Technology and Learning
The report, published in 2002, provides a critical review of issues relating to technology in foreign language learning and teaching. It maps the relation of several learning theories to current practice and considers implications for policy, curriculum and materials design.
Widening access to educational change through teaching children how to reason together
This is a DfES TRIPS digest of a small scale research project originally published in "Westminster Studies in Education", 2004. It summarises the aims and methods of the research and provides an outline of teaching strategies and the implications of the research in terms of developing language skills and promoting social inclusion.
The effects of co-operative learning on junior high school students during small group learning
This is a DfES (TRIPS) digest of an article about an Australian study of fourteen year old students working in groups on problem-solving activities in mathematics. Students worked in either structured groups where they were taught how to communicate and co-operate or unstructured groups without such instruction. It suggests that the benefits of teaching such skills apply to both learning and the development of social skills.
Ofsted subject conference report 2004/5: history
This document is a report of a conference convened by Ofsted to gather the views of a range of delegates on the effectiveness of the current history curriculum in schools and their thoughts on how the curriculum might be improved.
General Teaching Council for England (GTC) release 2006 survey of the views and experiences of the t
The General Teaching Council for England (GTC) has published its latest survey of the views and experiences of the teaching profession. The findings are used to inform the GTC’s policy and the advice which they give to the Secretary of State for Education and Skills.
Models of research impact: a cross-sector review of literature and practice
This national study forms part of the series, Building Effective Research, edited by Andrew Murray and published by the Learning and Skills Research Centre (LSRC). This was commissioned as part of its strategy to enhance the impact of research within the post-16 (or learning and skills) sector, and was conducted by the LSRC plus a consortium of three universities: Leeds Metropolitan, St Andrew’s and Queen Mary’s, London.
1.1.2 Key Resources
This unit will help you to identify and use information in Science and Nature, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of organis
Should we be using learning styles? What research has to say to practice
Learning style instruments are widely used, particularly in Further Education, but are they reliable and valid? Do they have an impact on pedagogy? This research review from the Learning and Skills Reasearch Centre examines 13 models of learning style and concludes that it matters fundamentally which model is chosen. Positive recommendations are made for students, teachers and trainers, managers, researchers and inspectors.
ESD Briefing Document: Chapter Three: Non Governmental Organisations: Development Education Associat
Education for Sustainable Development Briefing Document: Chapter Three: Non Governmental Organisations: Development Education Association
ESD Briefing Document: References
Education for Sustainable Development Briefing Document: References
Building Schools for the Future: A new approach to capital investment
The resource is the document used at the launch of the Building Schools for the Future programme in 2004. The document appears as a printed booklet and a downloadable PDF file.
Tests Thinking skills
Tests Thinking skills I am a year 3 student researching the teaching which occurs in classrooms during the run-up to SATs. For example, are we teaching to the test? use of higher order thinking skills, critical thinking, reasoning skills etc. I have found a lot of literature and research on the actual tests, but I haven't had any luck finding literature and research concerning the learning which occurrs during the run up to the tests, the effect that has on the curriculum etc. Can you suggest
ESD Briefing Document: Chapter Three: Conclusions
Education for Sustainable Development Briefing Document: Chapter Three: Conclusions
Information technology Creativity
Information technology Creativity I am writing around teachers developing their own ICT skills in order to use ICT to teach creatively and raise attainment. Can you make any suggestions? I have looked at BECTA. Can you suggest anything else?
ESD Briefing Document: Chapter Three: International Developments
Education for Sustainable Development Briefing Document: Chapter Three: International Developments
ESD Briefing Document: Chapter One : Attitude and Behaviour Change
Education for Sustainable Development Briefing Document: Chapter One : Attitude and Behaviour Change
Education for Sustainable Development: Appendix 8
Knowledge and Skills for Sustainable Development (as determined by Forum for the Future’s consultation workshop, July 21st, 2004)
ESD Briefing Document: Chapter Three: Non Governmental Organisations: Institution of Environmental S
Education for Sustainable Development Briefing Document: Chapter Three: Non Governmental Organisations: Institution of Environmental Sciences
ESD briefing Document: Chapter 2: Teaching and Learning in ESD
Education for Sustainable Development briefing Document: Chapter 2: Teaching and Learning in ESD
ESD Briefing Document: Chapter Three: University Sector: Global Teacher Project
Education for Sustainable Development Briefing Document: Chapter Three: University Sector: Global Teacher Project