The effect of grammar teaching (sentence combining) in English on 5 to 16 year olds’ accuracy and
The second of two reviews of research evidence using the EPPI review protocol that consider the relationship between grammar teaching and written composition concludes that sentence-combining is one effective way of improving the syntactic maturity of 5 – 16 year olds.
The effect of grammar teaching (syntax) in English on 5 to 16 year olds’ accuracy and quality in w
One of two systematic reviews of research evidence using the EPPI protocol that consider the relationship between grammar teaching and written composition. It concludes that there is insufficient evidence to justify teaching syntax to improve writing.
(R&DA 15) Exploring the factors that impact on newly qualified teachers' use of ICT in teaching Mode
This TTA Research and Development Award set out to explore the use of ICT by newly qualified teachers of modern languages. It aimed to investigate if and how schools capitalize on their newly qualified teachers’ existing knowledge and skills in ICT, acquired during their PGCE programme, whilst providing opportunities for further development as part of their induction entitlement.
National Strategy - New to Year 6: Support for teachers new to Y6 and NQTs in Y6
This leaflet offers insights and advice from the Primary National Strategy and experienced Y6 teachers for those new to teaching in Y6.
National Strategy - Preparing teachers new to Year 9 core subjects and ICT
This pack is designed to support teachers who are new to teaching Year 9 pupils in the core subjects and ICT, including GTP trainees. It focuses on how teachers can plan for effective teaching, enhance learning, promote engagement and raise pupil achievement in Year 9.
'French is the language of love and stuff': student perceptions of issues related to motivation in l
This is a DFES Research Informed Practice Site review of a study investigated differences in pupils' motiation for learning foreign languages in Years 7 and 9, and suggests ways in which teachers could improve this.
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.
Young People in Britain: The Attitudes and Experiences of 12 to 19 Year Olds
This DfES research report contains the methodology and findings of a 2003 survey amongst young people carried out by the National Centre for Social Research, and published through the DfES in 2004. It contains a detailed technical chapter and an appendix containing raw data, as well as the analysed findings and commentary.
KS1/2 Modern Foreign Languages: Integrating Spanish - Reception to Year 3
This programme demonstrates how one primary school in Liverpool is preparing for the KS2 entitlement to modern foreign languages (MFL), which will become a requirement by the end of the decade. Despite facing challenging circumstances, through careful implementation and planning, the school has become a Centre of Excellence in Spanish.
Development of division strategies for Year 5 pupils in ten English schools
This is a short (around 2500 words) digest of Anghilieri’s much longer published piece of research about Year 5 pupils and their attempts to get to grips with formal written methods of division.
Evaluation of Increased Flexibility for 14 to 16 Year Olds Programme: The Second Year
The resource is an evaluation report carried out by the National Foundation for Educational Research on behalf of the Department for Education and Skills into the second year of the Increased Flexibility Programme (IFP) for 14 to 16 Year Olds. Given the wider availability of vocational and work related learning options for 14-16 year olds since the relaxation of National Curriculum requirements at Key Stage 4, the research offers a valuable insight into the implications of this for young people,
Windows on links between education and poverty: what we can learn from 11-year-olds researching chil
This is a paper presented at the British Educational Research Association Annual Conference 2006. The research, funded by the Joseph Rowntree Foundation, explores what we can learn about education and poverty from children, acting as researchers with adult support.
Parental involvement in the development of children's reading skill: a five-year longitudinal study
This is a research digest from the DfES Research Informed Practice Site (TRIPS). The research took place in Canada and involved 168 children and their parents. It followed the children’s progress in reading from the age of four until age nine years and examined both their home literacy experiences and their performance in reading as measured by standard school tests.
Teaching argumentative non-fiction writing to 7-14 year olds: A systematic review of the evidence of
A systematic review of studies, based largely in North America, identifying features of the conditions for successful practice and specific strategies that have contributed to successful practice in teaching and learning about argumentative writing with 7-14 year olds.
Research into subject specific mentoring on the PGCE science course at the Institute of Education, U
This project examined how mentors contribute to the development of beginning teachers’ subject specific knowledge. The focus was on ‘explaining’ in science teaching. The researchers found that written feedback on its own was of limited use but it was in discussion that the more helpful advice arose. Mentors’ descriptive and evaluative statements did not, by themselves, help whereas focused suggestions with justifications were more helpful to beginning teachers. The researchers also
Evaluating mathematics provision for 14–19-year-olds
This resource is a report from Ofsted following their visits to 26 schools, sixth form colleges and Further Education colleges. It follows the Smith Report (2004) ‘Making Mathematics Count’ and contributes to the debate on the future of mathematics education from 14 – 19.
Making a successful transition to Year 1
This is an article from the NFER journal Practical Research for Education (PRE). It reports on research conducted by the DfES in 2004 which investigated the transition of children from the Foundation Stage to Year One. Part of a larger overall study, this particular research report includes the views of children, parents and teachers and presents the major findings from these three groups.
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
ITT MFL: Subject Knowledge Audits for French, German and Spanish
These subject knowledge audits, for use with trainees, have a strong focus on pedagogic grammar, but also raise issues of register, lexis and culture.