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The Annual Report of Her Majesty’s Chief Inspector of Schools 2004/05: Citizenship in secondary sc
This is the final report on secondary citizenship based on whole-school inspections and surveys by Her Majesty's Inspectors (HMI). It draws on data from Ofsted inspections from September 2003 to July 2005.
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Literature Review in Languages, Technology and Learning
The report, published in 2002, provides a critical review of issues relating to technology in foreign language learning and teaching. It maps the relation of several learning theories to current practice and considers implications for policy, curriculum and materials design.
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QCA: History 2004/5 annual report on curriculum and assessment
A summary of recent developments and the ‘state of play’ relating to current provision in history in schools 4-19, based on a range of activities and enquiries to investigate curriculum, assessment and qualifications issues in history.
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What do we know about teaching young children?
This is a professional user review of UK research into teaching young children between 1990 and 2000, based on the BERA academic review, ‘Early Years Research: Pedagogy, Curriculum and Adult Roles, Training and Professionalism’ (2003) and initiated by the BERA Early Years Special Interest Group.
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Untangling dimensions of middle school students’ beliefs about scientific knowledge and science le
This is a DfES TRIPS digest of a study, carried out in the United States, focussed on finding out whether students’ beliefs about science influence their learning in the subject. The digest is included on the theme of science within the Research Informed Practice Site on the DfES Standards Site.
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Factors Affecting Teachers' Decisions to Leave the Profession
This report is based on a study commissioned by the DfES in November 2001, carried out by the Centre for Education and Employment at Liverpool University.
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Supporting E-learning Communities in ITT Series : Exeter.
As part of its response to the TDA's e-learning communities project, Exeter University has engaged with digital video as a way of capturing practice for modelling through a virtual learning environment (VLE).
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Supporting E-learning Communities in ITT Series - Marches Consortium
The Marches Consortium is one of the largest geographical School-based Initial Teacher Training Partnerships and has used its grant to 'join up' many of the institutions participating in the training of teachers in this area.
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The Annual Report of Her Majesty's Chief Inspector of Schools 2004/05: Geography in primary schools
This resource is the final report from Ofsted reviewing primary geography. It is based upon school inspections carried out between September 2003 and July 2005.
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Teaching and Learning Primary Numeracy: Policy, Practice and Effectiveness
This resource is a review of research in mathematics education following a national seminar held by the British Educational Research Association (BERA) in 2000. It aims to identify and to provide brief reviews of research which has significant implications for educational policy and practice.
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An employment-based route into teaching 2004/05
This is a report compiled by the office for standards in education (Ofsted) into employment-based routes into teaching for 2004/05. It is an overview, from an Ofsted perspective, of the second year of inspections of the designated recommending bodies (DRBs) for the graduate teacher programme (GTP).
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A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches
A systematic review that adopts EPPI protocols and focuses on the critical analysis of 61 identified research reports, this review summarises the available research into the effects of context-based approaches which purport to promote links between science, technology and society (STS) in the teaching of secondary science.
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A systematic review of the use of small-group discussions in science teaching with students aged 11-
Adopting EPPI protocols, this systematic review investigated the effects of using different stimuli (print materials, practical work, ICT, video/film) on students’ understanding of evidence in science lessons with students aged 11-18.
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A systematic review of the nature of small-group discussions aimed at improving students’ understa
The third of three reviews focusing on aspects of small-group discussion work in science lessons; this systematic review, adopting EPPI protocols, focused on the impact of small group discussion on students’ understanding of evidence in science.
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Handwriting policy and practice in English primary schools: An exploratory study
The aim of the study was to survey the handwriting policies and practice in English primary schools. Questionnaires, sent to a sample of 140 schools, were completed September-December 2000. The findings indicate that many teachers felt ill-prepared to teach handwriting.
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Personalizing Learning
This book is a very useful and welcome addition to the current proliferation of literature on the theme of personalisation. It acknowledges the challenges represented by both the defining of, and ultimate embedding into practice of, personalisation.
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1.3 Summary
Ever wondered how a computer processes data into information? This unit will help you to understand the distinction between the two and examines how a computer-based society impacts on daily life. You will learn what computers can do with data to produce information and how computers can be used to work with data and search for it, control machines, and support commercial operations.
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

UNESCO release report on Early Childhood Care and Education
UNESCO has published "Strong Foundations: Early childhood care and education", an Education For All Global Monitoring Report, which is an annual publication prepared by an independent team based at UNESCO. It monitors progress towards the six Education for All goals adopted in Dakar, Senegal in 2000.
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Inclusion Special needs
Inclusion Special needs I am researching the impact of inclusion of children with SEN on mainstream children in primary school. I would like to find evidence that suggests that children's social and academic achievement is affected. I have found a lot of support for the inclusion of children with SEN but none that criticises it. I have found articles on bullying due to inclusion but my focus is on the mainstream children.
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Achievement Disadvantaged
Achievement Disadvantaged I am looking for information on the correlation between schools in deprived/poor socio-economic areas and the achievement of the pupils in such schools. Is there evidence that schools in deprived areas perform less well than schools in middle class areas? Why might this be the case? What can be done to reverse the effects?
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