The Impact of Research on Policy
This is a publication from the British Educational Research Association (BERA) compiled by scholars based in three universities working within the education research sector, with a particular focus on Early Childhood studies. It assesses the impact of significant and contemporary education research on government policy.
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.
SCITT / EBITT Early Reading Workshop
In March and April 2009 the Training and Development Agency for Schools (TDA) held a series of workshops for delegates from School Centred Initial Teacher Training (SCITT) consortia, and Employment Based Initial Teacher Training (EBITT). The purpose of these workshops was to enable delegates to work with colleagues to share opportunities and challenges for provision, in the light of the Rose Review, and current national priorities for Initial Teacher Training (ITT).
2006 Childcare and Early Years Providers Surveys - Nursery Schools & Primary schools with nursery a
This review includes two research reports published by the Department for Children, Schools and Families (DCSF) based on surveys conducted by BMRB (British Market Research Bureau) during 2006. They are based on data collected on childcare and early years provision and its workforce.
Influences and leverages on low levels of attainment: a review of literature and policy initiatives
This report from the Centre for Research on the Wider Benefits of Learning (WBL), based at the Institute of Education, London, is a review of a wide range of literature and policy initiatives considering the influences and leverages on low attainment in schools. In the context of this report a leverage is an initiative, intervention or strategy which seeks to tackle low attainment. It looks at the influence on progression and attainment in early and mid childhood, adolescence and early adulthoo
Assessing Quality in Applied and Practice-based Educational Research
This ‘Framework for Discussion’ originated from an Economic and Social Research Council (ESRC) funded project whose remit was to examine in a critical and informed fashion the different definitions of and approaches to applied and practice-based research. The authors seek to clarify the concepts and models currently employed in order to enable a review of recent governmental and other initiatives which recognise the value of applied and practice based research. The primary motivation is to a
TDA E-Learning Grant Reports Round Two: University of Winchester: Videoconferencing
This is a report for a TDA funded project focusing on the development and impact of e-learning on ITE provision. This project was based at the University of Winchester and focused on the use of videoconferencing in supporting teacher education and training. This extensive report provides an account of how videoconferencing was undertaken.
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
TDA E-Learning Grant Reports Round Two: Billericay Educational Consortium
This is a report for a TDA funded project focusing on the development and impact of e-learning on ITE provision. Based at the Billericay Educational Consortium, it focused on the development of an e-learning platform to replace paper based information and assessment systems.
Neuroscience and Education: What can brain science contribute to teaching and learning?
This PRE-Online resource is an article based on a review of the literature on brain-based learning research undertaken by the Scottish Centre for Research in Education (SCRE) at the University of Glasgow. It was commissioned by the Education Department of the Scottish Executive in 2004, and published in 2005. It gives a brief overview of the different disciplines involved in what Prof. Susan Greenfield has called ‘the new science of learning’ and discusses how they inter-relate. The article
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
Improving Subject Knowledge and Subject Pedagogic Knowledge in Employment-based Secondary Initial Te
This paper, delivered at the Annual Conference of the Association of Teacher Education in Europe in August 2008, reports on research carried out by Sheffield Hallam University. It considers the weakness found by government inspectors in the subject knowledge of school based trainees in comparison with those taking the PGCE route. The paper brings together findings from data collected over a one year programme from trainee teachers, school based mentors, school based initial Teacher Training Coor
The Institute for Effective Education (IEE)
The Institute for Effective Education (IEE) is based at the University of York.
CPD Leaders - Leading School-based CPD
This is a Teachers TV video programme which focuses on school based CPD in a secondary school. It shows how a CPD specialist can support a range of secondary school staff to engage in a variety of CPD whilst maintaining a focus on school improvement.
GTIP: Global Citizenship Education
Extracts from a GA 'Theory into Practice' publication, which demonstrates that geography and citizenship have complementary aims. It looks in detail at the classroom strategies used by teachers who have successfully taught citizenship through geography: most significantly through participatory, enquiry based approaches.
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
Drivers and Barriers to Educational Success: Evidence from the Longitudinal Study of Young People in
The resource is a DSCF commissioned report by the Institute of Fiscal Studies based on data from the Longitudinal Study of Young People in England (LSYPE). The study considers the impact of the socio-economic background of young people on their educational attainment and post-16 choices. It provides a detailed assessment of the gaps which exist, the factors which link socio-economic background and educational attainment, and the resulting policy implications.
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.