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.
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
Fade or flourish: how primary schools can build on children’s early progress
The resource is a report which is the final stage of an ongoing project at the Social Market Foundation (supported by the Esmee Fairbairn Foundation and the Sutton Trust). It explores the contribution of good quality pre-school experience to improving the life chances of disadvantaged children and their families. The paper sets out a review of the evidence and best-practice in primary schools with a particular emphasis on the needs of those children who are most vulnerable to falling behind thei
Meeting their potential: the role of technology in overcoming disadvantage and disaffection in young
This review of evidence on how disadvantage and disaffection has impacted on young people's lives has been commissioned by Becta – a Government agency which has a remit to promote the effective and innovative use of information and communication technologies in teaching and learning. To this end, the review also considers what role ICT can play in raising young people’s aspirations and educational attainment. One of the Government's key aims is to narrow and close the gap in educational ach
Harnessing Technology Review 2007: Progress and impact of technology in education
This Becta review examines what research and evidence indicate about the current state of technology in schools and FE colleges. It identifies some positive evidence for the impact of ICT, but also demonstrates the increasing complexity and sophistication of ways in which technology use now needs to be considered. It draws heavily on its companion research summary (Kitchen et al.), but also on a wide range of other research and inspection sources
Initial Teacher Education Research Reports 2004 - 2006
This website presents a series of four research reports from the New Zealand Teachers Council and the Ministry of Education. These reports provide an evidence base for policy development in initial teacher education in New Zealand. Two of the reports can be accessed directly from the site, together with a summary of findings providing an analysis of these four research reports. The two other working papers are available on request from the Ministry of Education or the Teachers Council.
Improving primary teachers' subject knowledge across the curriculum
This report summarises the evidence from inspectors of Ofsted’s subject survey programme during 2007/8 on the quality of teaching across the primary curriculum in all subjects. It excludes English and mathematics, but includes religious education, PSHE and citizenship. It focuses on aspects of good practice in teaching these non-core subjects and identifies good subject knowledge as a key factor in securing effective teaching and learning.
Communities in recession: the impact on deprived neighbourhoods
This ‘Round-up’ reviews the evidence from the Joseph Rowntree Foundation’s body of research and neighbourhood level unemployment data 1985-2009, comparing the social and economic consequences on specific deprived areas of the UK. Comparisons are made with two former recessions (of the early 1980s and 1990s) with the recession of 2008-9. It reports on the extent to which these identified communities shared in, or were excluded from, the benefits of the economic growth of the intervening yea
Boys who dare don't care: unwanted men, the performing arts and perplexing disruptions to the male t
This paper, presented at BERA 2009, focuses upon boys’ perceptions of male teachers as role models to encourage greater participation in the arts. It is highlighted from the evidence, however, that male role models are not required and that “the wrong kind of man will not do”. What is underlined is a set of key characteristics for the teacher who is ‘better than good’.
The DCSF Research Conference 2010
The DCSF Research Conference 2010, The Use of Evidence in Policy Development and Delivery, took place at the QEII Conference Centre in London on 9 February. The day consisted of a series of addresses, followed by two workshop sessions, and a panel discussion in the afternoon. Carole Willis, Director of Research and Analysis at the DCSF, welcomed delegates, and spoke of the need to make decisions to use money for the best impact in terms of delivering better outcomes, based on evidence. A central
What role for the three Rs? Progress and attainment during primary school
The resource looks at patterns of attainment of primary school pupils in England in Key Stage 1 and 2 assessments. The researchers monitored a group of children from birth onwards and went on to analyse the pupils’ National Curriculum Standard Attainment Test scores. They looked for evidence of fluctuations and stability in progress across the Key Stages. Amongst their recommendations is that there needs to be a more holistic approach to assessment, one that will include outcomes such as motiv
International perspectives on quality in initial teacher education: An exploratory review of selecte
The resource is an information document, written by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre), part of the Social Science Research Unit at the Institute of Education, University of London. The document presents an international overview of existing literature on the regulation and provision of initial teacher education (deriving mostly from three countries: the UK, USA and Australia), and detailing a comparative assessment of different approaches in
Peer- and Parent-Assisted Learning: in Reading, Writing, Spelling and Thinking Skills & in Maths, Sc
These articles were originally published as part of the Spotlights series of publications for practitioners by the Scottish Council for Research in Education (SCRE). They are provided as free downloads, by Practical Research for Education (PRE), the practitioner journal of the National Foundation for Educational Research (NFER). The articles offer an overview of evidence on the effectiveness of parent- or peer-assisted learning (PAL), focusing on the areas of literacy and related thinking skills