Historical Interactions Between Science and Religion - Part 1
Prof. John Hedley Brooke : Course
Demythologising the Historical 'Conflict' between Geology and Genesis
Prof. Martin Rudwick : Seminar
The Historical Background to the Science-Religion Debate
Dr Denis Alexander : Course
Historical Interactions Between Science and Religion: Part 1
Prof. Colin Russell : Course
Myths and Truths in Science and Religion: A Historical Perspective
Prof. Ronald Numbers : Lecture
Historical Interactions Between Science and Religion: Part 2
Prof. Colin Russell : Course
A systematic review of the impact on students and teachers of the use of ICT for assessment of creat
This systematic review using the EPPI protocol reported on the impact of formative or summative assessment of critical thinking using ICT.
The Queen’s Beacon School Thinking Skills Project (2000)
A TTA project in 2000 to develop the school as a thinking and learning organisation, and to raise the achievement of pupils through teaching thinking and learning skills.
Raising Achievement by Teaching Thinking Skills (2001)
This TTA legacy document reports on development work undertaken on Thinking Skills and asks the question 'Can teaching Thinking Skills have a critical impact on children’s learning, leading to gains in achievement and self-esteem?'
NSEAD ITT Trainers Pack and Programme: Professional Skills Values (Secondary)
A unit from the National Society for Education in Art and Design (NSEAD) ITE Subject Induction Pack and Programme on professional skills and values.
(R&DA 2) Discussion skills: The relationship between college course and school practice
The TDA Research and Development Award examined learning to teach discussion. Investigating the practice of six primary trainees showed differences according to the subject specialisms examined (Geography and English)
(R&DA 25) The Development of Professional Knowledge for Teaching Historical Enquiry and Historical I
This project in the Oxford Internship Scheme investigated trainee teachers’ professional knowledge for teaching historical enquiry and historical interpretation. The study found that discovering students’ preconceptions of enquiry and interpretation was essential. The partnership generated a list of shared objectives. Supported by a TDA Research and Development Award.
Futurelab Literature Review in Thinking Skills, Technology and Learning
This Futurelab Literature Review evaluates the literature related to thinking skills and the role of technology. Controversies, key questions, the value of ICT and implications for practice are considered.
The effects of an integrated, activity-based science curriculum on student achievement, science proc
This is a DfES digest from the Research Informed Practice Site (TRIPS) of a study, carried out in the United States which compared the science achievement, skills and attitudes of a large group of Year 7 students who were taught an integrated, activity-based (IS) curriculum with those of a control group taught in a traditional manner.
A meta-analysis of the impact of the implementation of thinking skills approaches on pupils
This meta-analysis is about the impact of thinking skills approaches on pupils’ attainments and attitudes in schools.
Tests Thinking skills
Tests Thinking skills I am a year 3 student researching the teaching which occurs in classrooms during the run-up to SATs. For example, are we teaching to the test? use of higher order thinking skills, critical thinking, reasoning skills etc. I have found a lot of literature and research on the actual tests, but I haven't had any luck finding literature and research concerning the learning which occurrs during the run up to the tests, the effect that has on the curriculum etc. Can you suggest
Learning to last - skills, sustainability and strategy
This publication (2002) seeks to encourage integration of sustainability principles and practices into all levels of post-16 learning. Learning to Last is a joint venture from the Learning and Skills Development Agency, Forum for the Future and the government's Sustainable Development Education Panel.
Do summative assessment and testing have a positive or negative effect on post-16 learners’ motiva
In January 2003, the Learning and Skills Research Centre commissioned a review of research to investigate the effects of summative assessment and testing on learners’ motivation in the learning and skills sector. This comprehensive review of existing evidence – 105 books articles and research reports - was intended to establish the basis for a subsequent primary research programme to collect and evaluate the quality of this evidence.
Online resource and videos - Cooking and Food Skills for Primary Schools
This new online resource provides interactive activities, step by step presentations and easy to follow recipes that would promote healthy eating in primary schools.
The impact of different modes of assessment on achievement and progress in the learning and skills s
This is a very thorough and comprehensive study into the impact of various assessment modes on achievement and progress in the learning and skills sector. Commissioned to conduct the investigation by the Learning and Skills Research Centre, City and Guilds and the University for Industry, the project team had access to a wide range of institutions in the sector in order to compare and contrast the assessment experiences of learners and to ascertain which assessment regimes work best in which con