Sound Vibration
Sound Vibration Hi, I am a year three Primary education student and am trying to put together a science presentation for sound for a year 1 (Key stage 1). I am particularly interested in research which outlines how to teach this concept to Key stage 1 pupils to improve childrens perception's of how sound is created with particular reference to 'vibrations'. I have looked at the Primary SPACE project (1990) which outlines children's misconceptions of sound. However, as I want to incorporate the
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Test Anxiety
Test Anxiety I'm researching into the effects of test anxiety on children in key stage one and two SAT's results. I have found research suggesting that the effect lowers children's test scores but haven't been able to find any research that suggests that test anxiety can help children to perform in their SAT's. I was wondering if you could help?
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Mathematics Relevance
I am researching into the views that children hold with regards to the relevance of mathematics outside the classroom. My starting point was a journal article by BSRLM 23(2) 'Children's experience of Mathematics' which I found very helpful, and outlined children's views from not being useful at all to being able to see the relevance outside school. I would like to explore this area further with an emphasis on primary school children, especially Key Stage 2. Can you point me in the right directio
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Emotional development Grouping
I am carrying out research for my literature review into the impact of grouping/setting on children's emotional and social development.(KS1/2) The information I have found mainly relates to the impact of ability groups on academic achievement, and one further reference which mentions the impact they have on children's self-esteem (The Social World of Children's Learning; Pollard, 1996). I have also found some general information on the role of the school in the child's social and emotional devel
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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,
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A study of the transition from the Foundation Stage to Key Stage 1
The focus of the report is the change that occurs when children move from the Foundation Stage to Key Stage 1. This resource is presented by the National Foundation for Education Research (NFER) and is relevant for early years’ teachers, teacher education students, tutors and families.
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Keeping up – Pupils who fall behind in Key Stage 2
This is the first published document from the ‘Making Good Progress’ series from the DfES. The document reports on a small scale research project focussing on 240 pupils in 39 schools who do not make the expected progress in English and Mathematics during key Stage 2. The report contains a chapter on English and a chapter on mathematics, which look at pupil characteristics, obstacles to progress and specific issues arising from the project. The final chapter gives advice on the action sch
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KS1/2 Music - Managing Music at KS2
This is a Teachers TV programme about teaching music in Key Stage 2. It follows one class teacher and his year 6 class though the first two lessons from a longer unit related to composing songs.
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NALDIC ITTSEAL: Primary geography: working with student teachers in developing strategies for suppor
Geography has been a compulsory part of the primary National Curriculum since its inception in 1989, yet it is one area of the curriculum that teachers often approach with some trepidation (OfSTED 2005). This guidance considers effective and inclusive teaching of geography and provides some practical examples of how student teachers of pupils in Key Stage One might be supported in dealing with issues around English as an Additional Language (EAL) during their geography taught sessions. The conte
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Becoming a Problem: How and Why Children Acquire a Reputation as 'Naughty' in the Earliest Years at
This is a research project funded by the Economic and Social Research Council (ESRC). It was led by Maggie Maclure and a team in one reception class (4-5 year olds) at four different primary/infant schools in Manchester. The report concentrates on the Foundation stage of schooling. By studying how pupils and teachers interact within the classroom and looking at other influences, it describes how this leads to children gaining reputations of being ‘good’ or ‘problem’ pupils and how they l
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Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Influences on children's cognit
This a DCSF Research Brief which builds upon the original Effective and Pre-school Primary Project (EPPE) 3-11, which investigated children’s intellectual and social/behavioural development between the ages of 3-7 years (Sylva et al, 2004). The EPPE 3-11 extension follows up the sample to the end of primary school (age 11 years, the end of Key Stage 2). This Research Brief provides an overview of the latest findings. It reports on the long term impact of the Home Learning Environment (HLE) an
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Planning for change: the impact of the new Key Stage 3 curriculum
This is an Ofsted report which evaluates the progress of the implementation of the new Key Stage 3 curriculum. The report draws on visits to 37 schools between May 2008 and March 2009. The new National Curriculum for Key Stage 3 came into effect for Year 7 pupils from September 2008, and carried with it a clear expectation that schools develop a more integrated approach to curriculum planning and delivery. The report suggests that the schools in the survey had made progress in introducing more v
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Depositing files in JorumOpen
This short video demonstrates how to deposit files, such as documents, presentations, audio and video files into JorumOpen, the Jorum collection for Open Educational Resources (OER). A separate video is available on depositing web links. This is one of a series of vidcasts on using JorumOpen, including searching for resources. A suitable MP4 player is needed to view this video.
Author(s): Nicola Siminson,Jorum

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Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales,http://creativecommons.org/licenses/by-nc-nd/2.0/uk/

MAS.531 Computational Camera and Photography (MIT)
Includes audio/video content: AV lectures. A computational camera attempts to digitally capture the essence of visual information by exploiting the synergistic combination of task-specific optics, illumination, sensors and processing. In this course we will study this emerging multi-disciplinary field at the intersection of signal processing, applied optics, computer graphics and vision, electronics, art, and online sharing through social networks. If novel cameras can be designed to sample ligh
Author(s): Raskar, Ramesh

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

INFO2009 IT and Legal Issues Handout
INFO2009 IT and Legal Issues Handout - Su White Keywords:legal and professional issues , legal issues , stage test , quiz , scenario , handout
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SP.401 Introduction to Women's and Gender Studies (MIT)
An interdisciplinary subject that draws on literature, history, psychology, philosophy, anthropology, and feminist theory to examine our cultural assumptions about gender, trace the effects of new scholarship on traditional disciplines, and increase awareness of the history and experience of women as half the world's population. From the course home page: Course Description This course is designed as an introduction to the interdisciplinary field of Women's and Gender Studies, an academic are
Author(s): Surkan, Kim

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17.537 Politics and Policy in Contemporary Japan (MIT)
This subject is designed for upper level undergraduates and graduate students as an introduction to politics and the policy process in modern Japan. The semester is divided into two parts. After a two-week general introduction to Japan and to the dominant approaches to the study of Japanese history, politics and society, we will begin exploring five aspects of Japanese politics: (1) Party Politics (2) Electoral Politics (3) Interest Group Politics and (4) Bureaucratic Politics. The second part o
Author(s): Samuels, Richard J.

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

Darfur/Darfur: The Crisis
Six years after Darfur made its appearance on the world stage, the horrific crisis burns on, as these panelists vividly attest. In a forum companion to the traveling exhibit DARFUR/DARFUR, the speakers provide big picture political context, as well as actual images from the field.

Note: This lecture contains descriptio

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1.5.3 Looking forward: implications and possible consequences

But what are the implications of these developments and trends? Clearly the emergence of a strong east-Asian bond market could threaten both the US dollar and the Euro markets, but this development is still in its infancy, and there are significant political and economic differences of interest amongst the possible east-Asian participants in such a market. So for the time being it will be the Euro and the US dollar that hold centre stage. But in as much as the Euro becomes a stronger currency
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

2.4 ‘Go Use’ science promotion events
This unit will look at how public engagement in science and technology might be achieved through science promotion. Science promotion and public involvement in policy making can require both formal and informal objectives: some are explicit and some are implicit, some are articulated at the planning stage and some are unexpected. These objectives can entail participation, engagement, knowledge exchange and learning – all of which require a degree of motivation by all parties.
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