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Making a Difference in Schools; The Big Brothers Big Sisters Schools Based Mentoring Impact Study
A comprehensive research study on the impact of a School Based Mentoring (SBM) scheme in the United States. The efficacy of this ten year old scheme is compared and contrasted with existing Community Based Mentoring (CBM) schemes (based in clubs and community centres around the US) which have been in operation for the past century. Both schemes operate under the auspices of the US nation-wide and voluntary, ‘Big Brothers Big Sisters’ (BBBS) organisation.
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Visual Impairment
Mason & McCall (1997) describe Visual Impairment (VI) as a general term that can be used to indicate the continuum of sight loss. VI is a low incidence disability that affects an estimated 2.1 per thousand of the total school population. Since it has been suggested that approximately 80% of school tasks are based on vision, sight loss of any kind can have a significant impact upon learning, and as Lomas (1997) goes on to say, the success of many children with VI in mainstream schools depends a
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Count Us In
The 37 page report defines the field of inclusion. It then goes on to describe the legislative and social background to inclusion. Characteristics of effective inclusive schools are identified, indicators of outcomes are described, and seven key messages present the findings of the report. The report combines formal text with case study materials and quotes from the schools studied. The report aims to build understanding of inclusion and to identify best practice in schools on the subject of inc
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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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Primary Teachers: training, development, leadership and workforce reform
On April 18th 2008, the most recent group of interim reports from the Cambridge-based Primary Review were published. Dealing, in part, with a primary teacher's education and professional development, the reports may be of particular interest to tutors and mentors of ITE.
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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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The impact of 14-16 year olds on further education colleges
This report examined colleges’ practical strategies and issues for integrating 14–16 year-old learners into the more traditional profile of FE. It is based on case studies of five colleges. The aim of this research was to explore the impact that 14–16 year olds have on FE colleges, their staff and older learners, to examine the strategies that FE colleges and their staff used to integrate 14–16 year olds successfully into their institutions and to identify the issues that remained to be
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Words Matter – Thinking and Talking About Writing in the Classroom
This is a reflection on a classroom-based investigation undertaken in one school as part of the Effective Learning Project, a collaborative research initiative with researchers from Homerton College, Cambridge. The investigation posed the question: “What excites primary pupils about writing in school and what switches them off?”
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Primary Languages in Initial Teacher Training
Published by Ofsted in January 2008, this report into Primary Languages in Initial Teacher Training seeks to extrapolate the key points of a a survey of ITT providers conducted by Ofsted during the academic year 2006/7. This report identifies good practice as well as areas of concern for training providers, school partners and trainees. Of the 30 established providers of Primary Languages, 10 were visited twice during the academic year 2006/7 whilst a further 19 took part in a telephone survey.
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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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DEEP IMPACT: an investigation of the use of information and communication technologies for teacher e
This resource from the Digital Education Enhancement Project is an extensive description (over 200 pages) of UK-based research of the affordances of ICT in teacher education in Egypt and South Africa conducted from 2001 up to 2004. There is a focus on literacy, numeracy and science through ICT. There is a good description of the research methods and well illustrated case studies.
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Working on improving your problem-solving skills
This unit focuses on higher level skills. Skills development is complementary to other learning – it cannot be done in isolation. The higher level skills in this material aim to raise your awareness of the processes of learning and development – other subject-based material must supply the context and motivation for this. Key skills underpin the ability to carry out successfully, and improve on, a wide range of tasks in higher education, employment and wherever there is a continuation of le
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Evaluation of the Young Apprenticeships programme
This report, published by Ofsted, evaluates the effectiveness of the Young Apprenticeships programme from its introduction in September 2004 to 2006/07. The programme was launched by the then Department for Education and Skills (DfES) in September 2004, in order to allow school-based students of average or above average ability at Key Stage 4 to study for nationally recognised vocational qualifications two days per week, delivered by their local Young Apprenticeships partnership.
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Monitoring progress
This unit focuses on higher level skills. Skills development is complementary to other learning – it cannot be done in isolation. The higher level skills in this material aim to raise your awareness of the processes of learning and development – other subject-based material must supply the context and motivation for this. Key skills underpin the ability to carry out successfully, and improve on, a wide range of tasks in higher education, employment and wherever there is a continuation of le
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

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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ITE English: Identifying digital video clips of good pedagogic practice
Materials from the Subject Resource Network for English on identifying digital video clips of good pedagogic practice.
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Primary Schools: the professional environment
This report is from the Primary Review, which is based at the University of Cambridge. The resource is one of three reviews within Theme 6 ‘Settings and Professionals’. The other two reviews in this theme relate to the built environment of schools and to the initial and continuing professional development of teachers. This resource focuses on two aspects, namely teacher professionalism and the leadership of primary schools. The authors review work in these areas from the time of the Plowden
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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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Staying Safe: Action Plan
This Government launched the ‘Staying Safe’ consultation in 2007 which collated the views of parents, children and practitioners through a variety of means, including regional meetings, independent research and written and online consultations. This Action Plan is a direct result of those consultations. Staying safe is a fundamental part of the Children’s Plan (2007) and follows the publication of Every Child Matters (2005). The ‘Staying Safe’ action plan is based on the underlying pri
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