2 Finding evidence
School governors need to be involved in the monitoring and evaluation of primary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated.
School governors need to be involved in the monitoring and evaluation of secondary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated.
Politicizing Law, Judicializing Politics: A Realist Approach to Comparative Constitutionalism
This lecture by Professor Ran Hirschl explores the strengths and weaknesses of studying comparatively the socio-political foundations of constitutions and constitutional institutions worldwide. The past few decades have seen a sweeping convergence to constitutional supremacy and a corresponding increase in the political importance of constitutional courts worldwide. This trend is widely perceived as a reflection of progressive social or political change, or simply as the result of societies' or
Journal of the House of Lords: volume 62 - 1830
The official minute book of the House of Lords covering the first half of 1830. The volume includes the reports and evidence of Select Committees on the affairs of the East India Company and on the coal trade.
The effect of grammar teaching (syntax) in English on 5 to 16 year olds’ accuracy and quality in w
One of two systematic reviews of research evidence using the EPPI protocol that consider the relationship between grammar teaching and written composition. It concludes that there is insufficient evidence to justify teaching syntax to improve writing.
(R&DA 5) How do mentors know what they know? An investigation into mentors’ professional knowledge
Evidence from 102 mentors suggests that in addition to knowledge acquired through experience, mentors need to develop additional understandings. A TDA Research and Development Award.
BBC Nature: Mega Tsunami - Hawaii - The Tsunami Creator?
Scientists discuss how the repeated landslides on the volcanic island of Hawaii may be evidence that the land itself is a Mega Tsunami creator.
A systematic review of the characteristics of effective foreign language teaching to pupils between
A systematic review of research evidence using the EPPI protocol addressing the teacher competences required to teach foreign languages effectively in the later primary phase and the conditions which impact on effective teaching.
What is known about successful models of formative assessment for trainee teachers during school exp
A systematic review using the EPPI protocol of research evidence on formative assessment of trainee teachers
A systematic review of classroom strategies for reducing stereotypical gender constructions among gi
This systematic EPPI review reported evidence of strategies to reduce stereotypical representations of gender in primary school classrooms.
What strategies can be used by initial teacher training providers, trainees and newly qualified teac
A systematic review using the EPPI protocol of research evidence aiming to highlight the nature of diversity in the classroom with particular reference to EAL and ethnic minority pupils, and strategies for supporting pupils.
Research in practice: supporting evidence-informed practice with children and families
This is a large website focusing on evidence-informed practice with children and families.
Strategy training in language learning - a systematic review of available research
The aims of this systematic review of research using the EPPI protocol were to identify and evaluate the primary research on strategy training for the first time, in order to comment on the strength of evidence about its effectiveness in the teaching and learning of languages
Towards Extended Schools: A Literature Review
This DfES 2003 review of research and literature focuses on the development of extended schools within the UK, drawing also on international evidence. The remit was to portray the potential/actual impact of extended schooling on professional practice and pupil outcomes, as well as challenges to its development.
Writing in English as an Additional Language at Key Stage 2
This is a study undertaken to identify which features of written English primary aged learners of English as an additional language (EAL) may find more difficult to use well. It adds to previous evidence gathered about EAL writing at Key Stage 4 (KS4) in a project by the same author (Cameron 2003). The publication of this research was followed by a survey of the teaching of writing to advanced bilingual learners undertaken by the Office for Standards in Education (OFSTED, 2005).
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.