Individual Teacher Training: A systematic map into approaches to making initial teacher training fle
This review is concerned with the research literature on school-based initial teacher training and how it can be made flexible and responsive to trainees’ individual needs. It was commissioned by the Evidence for Policy and Practice Information and Co-ordination Centre (EPPI-Centre) against the backdrop of a growing number of non-traditional routes into teaching and an agenda of widening access in addition to the more traditional routes. In view of the diversity of options available there is a
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Improving Teaching and Learning in Schools
This is the second commentary by the Teaching and Learning Research Programme (TLRP) which describes what their researchers have found out about improving education in UK schools. The work has concentrated on issues such as solving classrooms problems; the best ways of using new technology in schools; involving pupils more successfully and the links between home and school. The resource includes evidence informed principles for teaching and learning developed as collaborative projects between s
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'Social bias' in setting pupils
This BBC news item reports on a study presented as a paper at the recent BERA conference, September 2007. This research found evidence that social class plays a significant part in the setting of pupils, with middle class children being more likely to be placed in the higher sets.
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Early Years Education - perspectives from a review of the international literature
This resource is an article from NFER's "Practical Research for Education" and focuses on the national review examining reforms for the education of 3-18 year olds in the UK. The review draws on international literature to concentrate on key issues and to critically review existing evidence.
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Children in Primary Schools: research on development, learning, diversity and educational needs
A further group of interim reports from the Primary Review were published on 14th December 2007. These form part of a number of research surveys, which have been commissioned for use as evidence by the review team.
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Governance, Funding, Reform and Quality Assurance: policy frameworks for English primary education
On February 29th the Cambridge based Primary Review, which is supported by the Esmée Fairbairn Foundation and directed by Professor Robin Alexander, published its four most recent interim reports. The review has commissioned thirty research surveys to be used as evidence and these four reports surveyed more than 200 sources whilst focusing on three from the ten Primary Review themes: Curriculum and Assessment Quality and Standards Funding and Governance
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Latest and emerging evidence on pedagogical approaches to tackling gender-related underperformance
This research seminar, which took place at the DCSF on 8 April, forms part of the Department's 2008 themed series of events on tackling the 'gender agenda': “an 18 month themed series of activities working with schools, universities and local authorities and others to identify, develop, and share evidence and good practice in improving the educational outcomes and life chances for specific groups of underperforming boys and girls”.
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Review of Mathematics Teaching in Early Years Settings and Primary Schools. Interim report.
The Review of Mathematics Teaching in Early Years Settings and Primary Schools, chaired by Sir Peter Williams, was announced by the Secretary of State on the 10 July 2007. The Review has looked at the available evidence on specific areas in mathematics education and has proposed recommendations for a way forward, all with an aim of raising standards in mathematics education. This, the interim report, published on 19 March 2008, presents the review panel’s current thinking and makes preliminar
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Changing Minds: The Lasting Impact of School Trips
This is a study of the long-term impact of the relationship between eight schools and the National Trust through the Guardianship scheme. There are currently over 100 schools in England and Wales participating in the Trust’s Guardianship scheme which is based largely around conservation and environmental issues. The National Trust believes that regular contact, dialogue and two way relationships with schools and other groups has the potential to bring about life changing opportunities. The
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Learning and Teaching in Primary Schools: Processes and Contexts
May 16th saw the final three research surveys by the Cambridge-based Primary Review published. These three interim reports form part of thirty research surveys, commissioned by the Review team to be used as evidence for the final report. The Primary Review "reserves its own judgement" on any conclusions reached by the reports "pending its assessment of the full range of evidence".
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Evidence: What counts as evidence in Education?
This glossary article by Professor Richard Andrews explores what counts as evidence in Education and in the research field of Educational Studies.
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Providing learning opportunities for trainees
The resource is an informative and activities based workbook, to support school-based trainers in providing appropriate learning opportunities for trainees. This is a collation of materials used at training managers’ workshops to aid their understanding of how to improve initial teacher training (ITT) provision, which has been developed from the outcomes of a range of evidence, including small scale research conducted by the University of Birmingham for the TDA.
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Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools. Final Report
This is the final report of the Review of Mathematics Teaching in Early Years Settings and Primary Schools, chaired by Sir Peter Williams. This extensive review was announced by the Secretary of State on the 10 July 2007 and the final report sets out the review’s conclusions in light of an extensive period of information and evidence gathering. The review follows, and is complementary to, the Rose Review of teaching of early reading, and will complement Sir Jim Rose’s review of the whole pr
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Mathematics: understanding the score
The Ofsted report ‘Mathematics: understanding the score' was published on 19th September, spearing news headlines which emphasise one of the findings, that too much mathematics is "taught to the test". The report is drawn from evidence garnered chiefly during inspections between April 2005 and December 2007 from 192 schools. This evidence, as the report clearly states, played a part in the findings of the Primary Review of Mathematics, published last Summer.
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Grammars pressed over poor pupils
As reported on the BBC, a recently published study for the Sutton Trust into the "Evidence on the effects of selective educational systems" suggests that grammar schools are only enrolling half as many able pupils from disadvantaged backgrounds than is possible. The researchers also found, however, that 54 of the 100 most socially selective schools are faith schools, compared to 17 state grammars
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White boys from low-income backgrounds: good practice in schools
This "report on a small survey of good practice" was undertaken by Ofsted in 20 schools across England, which were "identified from inspection evidence and discussion with local authorities" to be schools "where white British boys from low-income backgrounds performed better in public tests and examinations than their counterparts in other schools". These schools were mainly in areas with high levels of deprivation, although a few of them had a minority of boys from low-income families on roll,
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Evidence Based Education: Keynote at the TTRB Seminar in Redworth Hall, Darlington
At our recent refresh seminar at Redworth Hall in Darlington, Professor Peter Tymms presented a keynote address on 'Evidence Based Education'. Attached to this article is the presentation used and an audio recording of Peter's talk.
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Safer Children in a Digital World: the report of the Byron Review
The Byron Review (under the Chairmanship of Dr. Tanya Byron) is an independent review supported by officials from the Department for Children, Schools and Families and the Department for Culture, Media and Sport. The review carried out an assessment of the internet and video games, and informs children, adults and policy makers how they might affect young people. The report describes how the evidence was collected, what it revealed, the effectiveness of existing measures, and includes recommenda
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Curee/TLRP Research Tasters
This part of the CUREE website hosts a number of ‘research tasters’, which are short articles encouraging practitioners to engage in evidence-based enquiry in their own educational setting through collecting evidence available to them and using it to reflect upon, inform and enhance their own practice. Here, a variety of materials have been produced by TLRP in collaboration with CUREE, in order for the findings of the TLRP and other relevant research to be disseminated to those with an inter
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