The Effectiveness of Problem Based Learning in Promoting Evidence Based Practice (2000-03)
One of a series of research briefings available from the Teaching and Learning Research Programme (TLRP) website, this briefing provides a summary of research investigating the effectiveness of Problem Based Learning (PBL). A pilot systematic review and meta-analysis of research was undertaken to evaluate the effectiveness of PBL. The research was carried out by a team of academics, project managed by Dr Mark Newman, from the Social Science Research Unit at the Institute of Education.
Vocational GCSEs: Experiencing Work - The Teacher
This is a web based programme from Teachers TV about one science teacher’s way of delivering a vocational GCSE without the need to include work placements. It also addresses other course issues such as the workload associated with marking coursework.
Learning Skills and the Development of Learning Capabilities
This resource is a systematic review using the eppi protocol, which gathers together research evidence from a number of teaching approaches that aim to develop pupils’ learning capabilities. The authors’ intention is to show which of these provide evidence of improvement.
FE: Teaching for the Future: A Twist in the Nail
This is a web based video clip from Teachers TV as part of their FE: teaching for the future series. It focuses on ways of making the theory parts of a vocational course more interactive and engaging. It takes an NVQ 1 class on the theory and practice of beauty treatment on nails as the specific example.
Explorations of learning in the context of professional practice (R&DA 2: 02)
This study investigated what knowledge student teachers need to become effective teachers. The study was based in three universities training students to teach Physical Education and found that both mentors and trainees emphasised knowledge that was directly and immediately related to work in schools. This drive to immediacy meant that other knowledge was not brought into focus. The researchers consider how this may have a bearing on trainees’ thinking, in particular on that thinking which
Parental Involvement in Children’s Education
This survey (2004) was commissioned by the DfES, following an earlier survey in 2001. The purpose was to assess the impact of measures taken to increase parental involvement in education and to identify an evidence base for future policy development. It is a very detailed investigation of levels of parental involvement in their children’s education, based on a telephone survey of over 2,000 parents and carers of children between the ages of 5-16, conducted in early 2004.
A systematic review of the impact of citizenship education on student learning and achievement
Following a previous research review (Deakin Crick et al 2004) which took as its focus international evidence relating to the provision of citizenship in schools, this review is an in-depth synthesis of thirteen studies which address a range of types of citizenship education and learning processes. While explicitly aware of the complexities of the relationship between one subject and general measures of pupil progress, the authors clearly conclude that the research evidence demonstrates that Cit
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
Personal Digital Assistants (PDAs) and Handheld PCs: Identifying their Potential to Support Initial
This project explored the potential for Personal Digital Assistants (PDAs) to support trainees in school. 14 PGCE science students were given either a Windows Pocket PC or a Palm OS based handheld. Useful technical detail underlying the decisions to use these two is reported. Trainees received four hours of training in 10 aspects of potential support from their PDAS and also in their use. It was intended that the trainees used the PDAs on their school experiences. Some but not all were able
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
'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.
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.
The Effective Administration of School Based Initial Teacher Training
This is a new handbook for EBITT (Employment Based Initial Teacher Training) & SCITT (School-Centred Initial Teacher Training) providers. The handbook details the range of administrative functions that underpin the smooth running of SCITTs and EBITTs. It was developed in response to requests for support from administrators.
Bright poor children 'slip back'
This BBC news item reports on a study conducted by the Sutton Trust, which is based on research findings from the ‘Millennium Cohort’ born in 2000-01. It has found that UK social mobility has not improved since 1970.
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.
Modelling heat transfer
This unit is the fourth in the MSXR209 series of five units on mathematical modelling. In this unit you will be taken through the whole modelling process in detail, from creating a first simple model, through evaluating it, to the subsequent revision of the model by changing one of the assumptions. The problem that will be examined is one based on heat transfer. This unit assumes you have studied Modelling pollution in the Great Lakes (MSXR209_1), Analysing skid marks (MSXR209_2) and Developing
The Mentor's use of Adult Learning Theories: are theory and practice co-extensive?
This is a conference paper which was presented at the BERA annual conference in September 2007. It is based on doctoral research which looks into the pedagogical practice of mentors during the school-based element of student teachers’ training. It focuses specifically on Initial Teacher Training provided by Higher Education Institution (HEI) Partnerships and considers mentors’ professional knowledge base. In particular, it contemplates the nature and the source of this knowledge of mentors t
citizED: Professional Attributes
This briefing paper is aimed primarily at PGCE Citizenship tutors, and in particular focuses on the "professional attributes" standards for qualified teacher status. The paper has three sections. In the first, the generic "professional attributes" standards are introduced and are contextualised in relation to other frameworks of professional standards within which teachers work. In the second section some ideas for incorporating consideration of the professional attributes standards within curri
Building thinking skills in thinking classrooms ACTS (Activating Children’s Thinking Skills) in No
This research briefing is of a project carried out as part of the Teaching and Learning Research Programme based at the Institute of Education, University of London. ACTS (Activating Children’s Thinking Skills) was used as the thinking framework. The project builds on a substantial earlier review of the research literature on developing thinking skills. Working with 134 teachers of 8-11 year old pupils in Northern Ireland schools, lessons were designed and taught to teach thinking skills inte
Parenting, Caring and Educating
This is one of a series of 32 interim reports from the Primary Review, an independent enquiry into the condition and future of primary education in England. The Review was launched in October 2006 and will publish its final report in late 2008. It is supported by the Esmée Fairbairn Foundation and is based at the University of Cambridge Faculty of Education.