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.
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.
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
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.
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
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,
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.
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
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
Evolution and Phylogenetics
The ability to compare DNA sequences from different organisms is refining our perspective on evolution. This session illustrates how molecular techniques are now combined with fossil evidence to explore relationships in organisms from whales to anthrax.
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
Cambridge Primary Review: Towards a New Primary Curriculum
On 20 February, The Cambridge Primary Review published a special report on the primary curriculum, 'Towards a New Primary Curriculum'. This is in two parts; 'Part 1: Past and Present' identifies issues, describes and contextualises current arrangements, analyses the Review's evidence about strengths and weaknesses of the existing curriculum, and recommends what should change. 'Part 2: The Future' provides a summary of the main points, other matters to be resolved, and proposals for reform. Launc
Evidence Matters: Towards informed professionalism in education
The resource is a CfBT publication that is focused upon the way in which knowledge about educational practice is produced and put to use. The paper examines the recent impact of research evidence on educational policy and practice, and presents recommendations for more effective structures and relationships in the future. A case is made for the transference of ways of working from other fields in which there is a continued interface between the research task and the practice setting.
A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and
This is a systematic review of experimental research on the use of phonics instruction in the teaching of reading and spelling commissioned by the Department for Education and Skills. It is based on evidence from randomised control trials, only one of which was UK based. The children studied were mostly between five and seven years of age and all studies were concerned with the initial teaching of reading and in some cases, spelling.
How does age relate to pupils’ perceptions of themselves as readers?
This is a short paper which draws on the results of a larger study, focussing on the differences between secondary and primary school children’s perceptions of themselves as readers, drawing on evidence collected from over 1,600 children. The children were all from 29 schools which were part of the Reading Connects project - a DCSF funded initiative delivered by the National Literacy Trust – which provides support for schools to develop reading communities.
Raising the game: primary schools mentors’ changing expectations of student teachers’ progressio
This paper is concerned with primary school mentors’ shifting expectations and conceptions of their ITE students’ subject knowledge, specifically in English. Evidence was collated from both a preliminary study (2000-2003) of primary school mentors’ perceptions of their ITE students’ English subject knowledge and a longitudinal study (2000-2007) of written comments from primary school mentors on their student teachers’ lessons. In addition, supplementary analysis of mentors’ written c
Select Committee Report on 20 years of the National Curriculum
This report by the House of Commons Select Committee for Children Schools and Families considered the National Curriculum after twenty years, utilising evidence from a wide range of sources in order to answer the question “do we now have the National Curriculum that we need and, if not, what should be done?”. A response by the government has been recently published and is also considered.
Teaching and Learning Research Programme (TLRP): Impact and significance
These resources, including four research briefings, are published by the Teaching and Learning Research Programme (TLRP) as it draws close to its conclusion in September 2009, and are entitled: ‘Impact and significance’, '‘Evidence based policy’: What evidence? What basis? Whose policy?', ‘Assessment of significant learning outcomes’, ‘Making a difference: Collaborating with users to develop educational research’ and ‘Transparency in planning, warranting and interpreting resear
Creating Effective Teaching and Learning Environments: First Results from TALIS
This report presents the first findings of an international, collaborative programme of TALIS (Teaching and Learning International Survey) reviews of education systems within OECD (Organisation for Economic Co-operation and Development) countries. Its focus is on the provision of lower secondary education in both the public and private spheres across the 23 participating countries. The initial remit embraces an investigation of the professional development of teachers, their practices, beliefs a
Gifted and Talented Education (GATE)
This is a glossary item that summarises the evidence base and policy context for Gifted and Talented Education (GATE). Gifted education can be broadly defined as the practices, procedures and theories used in the education of children identified as gifted and/or talented. Gifted and Talented Education is therefore the programmes which provide this education.