Specialist schools : Rather Too Specialist?
The specialist schools policy is based on "suspect" evidence according to a study undertaken at the London University Institue of Education and funded by Research and Information on State Education Trust (Rise).
The Annual Report of Her Majesty's Chief Inspector of Schools 2004/05: Information and communication
This report on primary information and communication technology (ICT) is the latest in the series published by Ofsted over several years, based on evidence drawn from Ofsted inspections of schools and colleges in the period from September 2003 to July 2005.
The Annual Report of Her Majesty's Chief Inspector of Schools 2004/05: English in secondary schools
The resource is a report on secondary English based on evidence from whole-school inspections and surveys by Her Majesty's Inspectors (HMI). It draws on data from Ofsted inspections from September 2003 to July 2005. The report also reflects upon changes since Ofsted inspections began, referring to subject issues identified in Secondary education 1993-97: a review of secondary schools in England and inspection judgements from 1998/99.
The Rose Report: Independent review of the teaching of early reading
The 'Independent review of the teaching of early reading' presents an interpretation of the evidence that Sir Jim Rose and his team of five advisors collected during their review of early reading and synthetic phonics. The review addresses five aspects. The first aspect is the most significant: "what best practice should be expected in the teaching of early reading and synthetic phonics", because the other four aspects which cover the development of national curricula; children with literacy dif
The Education and Inspections Bill 2006
In the attached review article, Sue Field considers the implications of the Bill in relation to relevant evidence bases and attempts to clarify some of the issues addressed by the Bill.
Towards Evidence-Based Practice in Science Education: (2000-03)
This ESRC-funded Teaching and Learning Research Programme (TLRP) project consists of research briefings and a research summary to report the work done by the Evidence-Based Practice in Science Education (EPSE) Research Network.
A systematic review of the use of small-group discussions in science teaching with students aged 11-
Adopting EPPI protocols, this systematic review investigated the effects of using different stimuli (print materials, practical work, ICT, video/film) on students’ understanding of evidence in science lessons with students aged 11-18.
A systematic review of the nature of small-group discussions aimed at improving students’ understa
The third of three reviews focusing on aspects of small-group discussion work in science lessons; this systematic review, adopting EPPI protocols, focused on the impact of small group discussion on students’ understanding of evidence in science.
UNESCO release report on Early Childhood Care and Education
UNESCO has published "Strong Foundations: Early childhood care and education", an Education For All Global Monitoring Report, which is an annual publication prepared by an independent team based at UNESCO. It monitors progress towards the six Education for All goals adopted in Dakar, Senegal in 2000.
Inclusion Special needs
Inclusion Special needs I am researching the impact of inclusion of children with SEN on mainstream children in primary school. I would like to find evidence that suggests that children's social and academic achievement is affected. I have found a lot of support for the inclusion of children with SEN but none that criticises it. I have found articles on bullying due to inclusion but my focus is on the mainstream children.
Achievement Disadvantaged I am looking for information on the correlation between schools in deprived/poor socio-economic areas and the achievement of the pupils in such schools. Is there evidence that schools in deprived areas perform less well than schools in middle class areas? Why might this be the case? What can be done to reverse the effects?
English as an additional language
Can you find examples of the use of children's first language (EAL) in the mainstream subject classroom for teaching and learning from KS1 to KS4? I might add that I am aware of DfES/National Strategies documents/policies on this. I am looking for actual examples perhaps from local authority projects, HE action research projects – with evidence of effectiveness, etc.
Yes he can: Schools where boys write well (HMI 505)
This is a report from her Majesty’s Inspectors of Schools (HMI) into the factors which contribute to boys’ success in writing. Seven primary and eight secondary schools, identified as achieving good results overall and demonstrating success in closing the gender ‘gap’ in performance, were visited between April 2002 and March 2003. A literature search and an analysis of existing inspection evidence were used to identify factors to be evaluated on these inspection visits. As is perhaps to
Visual displays For part of my dissertation I am looking for evidence/research on the use of visual displays/wall displays in regards to learning in school. I have searched the ttrb resource bank using keywords and cannot access anything specific enough. I really would like evidence to support my claim that displays can be effective, inclusive teaching and learning tools.
Developing young children's creativity: What can we learn from research?
In this Topic (now PRE-Online) article, Caroline Sharp of the NFER considers evidence from research and theory as it applies to developing young children’s creativity. She explains how creativity is defined, and identifies the implications for staff working in early childhood settings. She also identifies some common myths about developing young children’s creativity.
Teacher qualifications I am researching in the area of how evidence-based research in the primary classroom through action research and teachers as researchers makes for more effective practitioners. One of the problems I have discovered is that the majority of teachers feel ill-equipped to carry out such research, amongst other issues surrounding their attitudes to research. This led me to question if the qualification of BA was enough and if the route to go was to require teachers to have MAs
Do summative assessment and testing have a positive or negative effect on post-16 learners’ motiva
In January 2003, the Learning and Skills Research Centre commissioned a review of research to investigate the effects of summative assessment and testing on learners’ motivation in the learning and skills sector. This comprehensive review of existing evidence – 105 books articles and research reports - was intended to establish the basis for a subsequent primary research programme to collect and evaluate the quality of this evidence.
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.
Parental Involvement in Children’s Education
This survey (2004) was commissioned by the DfES, following an earlier survey in 2001. The purpose was to assess the impact of measures taken to increase parental involvement in education and to identify an evidence base for future policy development. It is a very detailed investigation of levels of parental involvement in their children’s education, based on a telephone survey of over 2,000 parents and carers of children between the ages of 5-16, conducted in early 2004.
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