Evaluation of the Childcare Taster Pilot and Extended Schools Childcare Pilot programmes: final repo
This is a report of research commissioned by the Department for Children, Schools and Families and the Department for Work and Pensions to critically assess the impact and outcomes of the implementation of Extended Schools Childcare Pilots (ESCP) and Childcare Taster Pilots (CTPs). The qualitative research took place in a total of 11 Local authorities in England and Wales in 6 phases from June 2004 until June 2006. The overall evaluation ran from April 2004-March 2007.
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 Sure Start Local Programmes on Three Year Olds and Their Families
This resource is a detailed report with extensive appendices describing the research conducted as part of the national evaluation of Sure Start and analysing the findings from this work.
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
Every Child Matters - are we there yet?
The Audit Commission's evaluation of children's trusts.
Sex Education in Primary School in Tayside: An Evaluation of Sexuality and Relationship Training for
This is an evaluation of the Sexuality and Relationship Training for Primary Teachers in Tayside region of Scotland. It was sponsored by the Scottish Executive Education Department (SEED) and published by them in February 2007. The resource aims to look at a training programme for teachers in Sex and Relationship Education (SRE) and to map its provision in Tayside’s primary schools. The resource details the background to SRE development in Scottish primary schools. It goes on to present the q
Influences on Children’s Development and Progress in Key Stage 2: Social/behavioural Outcomes in Y
The resource is a DCSF research report. It is linked to the Effective Pre-school Provision Evaluation conducted jointly by researchers from University of Nottingham, Oxford, University of London and the Institute of Education (University of London). The findings of the report focus on the social and behavioural outcomes for children in year 5.
Ofsted: Making more of music
The Ofsted report ‘Making more of music: An evaluation of music in schools 2005/08' was published on 4th February, spearing news headlines such as "Music lessons 'not good enough'", taken from the BBC website. The report is drawn from evidence garnered chiefly during inspections between 2005 and 2008 from mainstream schools. The report is structured into two sections; the first section centres on inspection findings, and the second part "considers the essential components of effective teaching
National Academy for Gifted and Talented Youth: Evaluation
This is a summative evaluation to the now historical National Academy for Gifted and Talented Youth (NAGTY) that was funded from 2002-2007 by the then DfES. The project was initially based at the University of Warwick, but following a competitive open tender process in August 2007 was awarded to CfBT Education Trust, who replaced NAGTY with the Young Gifted and Talented (YG&T) Learner Academy. Over the five years that Warwick held the contract, NAGTY developed a three 'academies' structure: the
Enhancing the communication learning environment of an early years unit
This research paper, presented at BERA 2001, reports on an action research project in which a group of teachers, nursery nurses and teaching assistants worked with an Open University consultant, Melanie Nind, to improve the language and communication provision in an early years unit. The project took an inclusive approach, rather than starting with a deficit model, through which the learning environment was enriched for all children. The development and evaluation of changes was guided by the co
Evaluation of the Chemistry for Non-Specialists Training Programme: Final Report
This is the final report of an evaluation by the National Foundation for Educational Research (NFER) of the Chemistry for Non-Specialists (CFNS) training programmes on behalf of the Royal Society of Chemistry (RSC).
National Evaluation of Diplomas: Preparation for 2008 Delivery
This is a 131 page research report focusing on the findings of an evaluation which explored the planning and preparation for the Diplomas prior to their introduction in September 2008. It provides a comprehensive first phase report (planning and preparation) of a six year (2008 - 2013) national evaluation of the implementation, delivery and impact of the Diplomas
ICT and attainment: A review of the research literature
The resource is a pdf document, available from Becta’s archives. It is the result of a DfES and Becta funded project to produce a summary of the literature available on ICT and attainment, nationally and internationally, both in primary and secondary schools. The resource was published in 2003. It is one of a pair, undertaken by the same team at King’s college, London and is number 17 in the DfES series of reports ‘ICT in Schools Research and Evaluation Series’.
Success in science
The report presents Ofsted’s evaluation of what they deem the strengths and weaknesses of science teaching in primary and secondary schools between 2004 and 2007. The report suggests that standards in science have not improved substantially in the last three years and sets out what Ofsted believes to be the reasons for this. In addition, it provides examples of schools where Ofsted suggests young scientists are excelling.
Developing Little Linguists - Final Evaluation of the Foundation Stage Primary Languages Pilot: Augu
This is the final evaluation report of the Foundation Stage Primary Languages Pilot 2007 by the Northern Irish Council for the Curriculum, Examinations and Assessment (CEA).
Physical education in schools 2005/08: Working towards 2012 and beyond
The Physical Education, School Sport and Club Links strategy (PESSCL) was the focus of an evaluation between September 2005 and July 2008 in a small sample of primary and secondary schools in England. These schools were visited by HMI and additional inspectors over the three year period to evaluate the strengths and weaknesses of PESSCL in practice, in terms of achievement, provision and leadership, with a view to outlining what the focus of attention should be by 2012 and beyond.
An evaluation of the use of the BBC News School Report project in initial teacher education for the
This is an evaluation report of the use of the BBC News School Report project in initial teacher education, which was undertaken on behalf of the TDA by the Association of IT in Teacher Education (ITTE), and was published in July 2009.
Evaluation of the Training and Development Agency for Schools’ funding for ICT in ITT Projects
The key component of this resource is a 60 page report outlining the impact on Initial Teacher Training (ITT) of targeted funding to support developments in Information and Communication Technology (ICT). In addition, an executive summary is available separately, and there is also a short video overview, six video case studies with notes, a video summary of the case studies and two further documents for ITT providers aimed at supporting their planning and evaluation of TDA-funded projects. The r
Opening Minds Impact Update: 2008
This resource is a report of an impact evaluation undertaken in 2008 by the Royal Society of Arts (RSA) of its Opening Minds Curriculum, piloted in 2000, and currently being implemented by 204 schools in the UK.