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Strategy training in language learning - a systematic review of available research
The aims of this systematic review of research using the EPPI protocol were to identify and evaluate the primary research on strategy training for the first time, in order to comment on the strength of evidence about its effectiveness in the teaching and learning of languages
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KS3 Modern Foreign Languages - Engaging the Class 1 & 2
These two programmes explore how Horbury School has tackled the attainment gap between boys and girls in modern foreign languages (MFL), which was running at twice the national average. By experimenting with single-sex, broad-ability setting in Years 8 and 9, they have been able to cater for what are perceived as the predominant gender-based learning styles for both girls and boys.
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Ensuring the attainment of white working class boys in English
This small-scale school-based project focuses on possible routes to raising achievement of white working class boys.
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Maria Montessori: Early Years Pioneer with Lessons for Today?
A consideration of some of the implications of Montessori's thinking and practice for some of today's educational issues linked to an account of her life and work.
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Towards Extended Schools: A Literature Review
This DfES 2003 review of research and literature focuses on the development of extended schools within the UK, drawing also on international evidence. The remit was to portray the potential/actual impact of extended schooling on professional practice and pupil outcomes, as well as challenges to its development.
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Evaluation of the Full Service Extended Schools Project: End of First Year Report
This report, published September 2005, presents the findings, based on twenty two projects, of the evaluation of the first year (2003-4) of the full service extended schools (FSES) initiative.
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Evaluation of the effectiveness of the statutory arrangements for the induction of newly qualified t
This substantial report is based on the outcomes of research, commissioned by the DfES, carried out by the Institute of Education of the University of London. The research was completed 2000-1 but the findings raise important issues still relevant today.
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Writing in English as an Additional Language at Key Stage 2
This is a study undertaken to identify which features of written English primary aged learners of English as an additional language (EAL) may find more difficult to use well. It adds to previous evidence gathered about EAL writing at Key Stage 4 (KS4) in a project by the same author (Cameron 2003). The publication of this research was followed by a survey of the teaching of writing to advanced bilingual learners undertaken by the Office for Standards in Education (OFSTED, 2005).
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Futurelab Literature Review in Games and Learning
The report reviews current research about the nature and characteristics of computer games, considers their relationship with learning inside and outside school, and explores their possible contribution to the design of school-based learning resources.
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Specialist schools : Rather Too Specialist?
The specialist schools policy is based on "suspect" evidence according to a study undertaken at the London University Institue of Education and funded by Research and Information on State Education Trust (Rise).
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Suggestions on how to make the best use of the resources on the TTRB
The attached word document is a resource for teacher educators to consider how to embed the TTRB within the working practices of their institution in order to enhance practice.
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Effective teachers of numeracy
This GTC 'Research Of the Month' resource is a report of research from 2001 which aimed to identify and describe characteristics of effective teachers of primary numeracy, to enable these to be more widely applied. Teachers’ practice was analysed and their beliefs, knowledge and understanding explored.
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Students' experiences of ability grouping and disaffection, polarisation and the construction of fai
This is a TRIPS digest of a journal article by Jo Boaler of Stanford University, California, and Dylan William and Margaret Brown of King's College, London. The original article is based on research examining the mathematics achievement of a cohort of approximately 1000 students in 42 classes in six secondary schools over four years, in order to draw conclusions about the effects of ability grouping. The digest on the Standards site makes use of additional information and an update to the projec
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The Annual Report of Her Majesty's Chief Inspector of Schools 2004/05: Information and communication
This report on primary information and communication technology (ICT) is the latest in the series published by Ofsted over several years, based on evidence drawn from Ofsted inspections of schools and colleges in the period from September 2003 to July 2005.
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The Annual Report of Her Majesty's Chief Inspector of Schools 2004/05: English in secondary schools
The resource is a report on secondary English based on evidence from whole-school inspections and surveys by Her Majesty's Inspectors (HMI). It draws on data from Ofsted inspections from September 2003 to July 2005. The report also reflects upon changes since Ofsted inspections began, referring to subject issues identified in Secondary education 1993-97: a review of secondary schools in England and inspection judgements from 1998/99.
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How do teachers use research findings to improve their professional practice?
This DfES TRIPS resource is a brief seven-page digest of an article first published under the title, "The use of research to improve professional practice: a systematic review of the literature". The resource is of interest to any ITE tutor or mentor who wishes to reflect upon the relevance of research to practice, comprising details apposite to any consideration of what some ITE students perceive as a divide between theory and practice. The resource is significant because it asks students to th
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SPEEL: Study of Pedagogical Effectiveness in Early Years Learning
This is a DfES research report produced by the School of Education Research and Development at Anglia Polytechnic University. It is based upon ethnographic research carried out in 2000-2001 in twenty-one Early Years (EY) settings in England, where the Foundation Stage (FS) curriculum was being followed.
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What the research says about using ICT in English
The resource (a pdf document) is a brief four-page report based on an analysis of current research about how primary and secondary teachers are using ICT in the English curriculum. It summarises the key findings and suggests resources for further reading.
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The Rose Report: Independent review of the teaching of early reading
The 'Independent review of the teaching of early reading' presents an interpretation of the evidence that Sir Jim Rose and his team of five advisors collected during their review of early reading and synthetic phonics. The review addresses five aspects. The first aspect is the most significant: "what best practice should be expected in the teaching of early reading and synthetic phonics", because the other four aspects which cover the development of national curricula; children with literacy dif
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The Education and Inspections Bill 2006
In the attached review article, Sue Field considers the implications of the Bill in relation to relevant evidence bases and attempts to clarify some of the issues addressed by the Bill.
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