A review of the research literature on barriers to the uptake of ICT by teachers
The report is a review of a large number of research surveys on the actual and perceived barriers to the uptake of ICT by teachers, undertaken by Becta.
Literature Review of E-assessment
This literature review of e-assessment from Futurelab, Bristol is a 50-page booklet review of research and authoritative publications that discusses aspects of e-assessment. It is divided into four sections dealing with: the role of assessment in pedagogy; policy (and political) issues related to assessment; currents developments illustrated with exemplar; and finally a more theoretical analysis of opportunities. An important element of the review is the glossary of terms and the bibliography. T
ICT in Pre-School: A 'Benign Addition'?: A review of Literature on ICT in Pre-school settings.
This literature review was commissioned to inform the development of a national strategy for the provision and use of ICT in pre-school education in collaboration with the Scottish Executive Education Department. The review was first published in 2002 by Learning and Teaching Scotland.
Feeling the Strain: An overview of the literature on teachers’ stress
‘Feeling the Strain’ is a review of published literature on stress in teaching, its impact, and its comparison with other professions.
ITT MFL: Literature and reading
This is a sub-topic of 'Course development' on the ITT MFL website, which provides on-line support for teacher education in modern foreign languages.
Thinking skills in the early years: A literature review
The focus of this resource concerns the thinking skills specific to the early years of schooling.. The resource reports on the answers to three research questions and
1. Explores the pedagogical approaches currently used to develop generic thinking skills for three to seven year old children;
2. Identifies the demonstrable generic thinking skills of three to seven year old children;
3. Examines the relationship between the thinking capacities of young children and the pedagogical approache
Curriculum, Learning and Effective Pedagogy: A Literature Review in Science Education
This is a detailed literature review from New Zealand on effective pedagogy for science in primary and secondary schools. Summaries of findings are clearly given for students, teachers, teacher educators and policy makers. The authors show how task design and different groupings impact on learning and the need for pupils and teachers to be clear about the purposes of the tasks. Learners who are enabled to think about and work with their ideas become better learners of science and have a positive
A systematic literature review on the perceptions of ways in which support staff work to support pup
This is a systematic review of research using the EPPI protocols and relating to perceptions of the ways in which support staff contribute to pupils’ social and academic engagement in primary classrooms in the United Kingdom. It found that teaching assistants play an increasingly important pedagogic role in schools, under the guidance of teachers and head teachers and that, in their direct interactions with pupils, they make significant contributions and decisions. The report summary identifie
Early Years Education - perspectives from a review of the international literature
This resource is an article from NFER's "Practical Research for Education" and focuses on the national review examining reforms for the education of 3-18 year olds in the UK. The review draws on international literature to concentrate on key issues and to critically review existing evidence.
Inter-school collaboration: a literature review
This is a review of literature on collaborations between schools. It was undertaken by the National Foundation for Educational Research in Northern Ireland in relation to the promotion of interconnections between schools of different denominations. This relatively narrow remit is not reflected in the review itself; a wide ranging and valuable insight into school collaborations more generally.
Working with Adults: A systematic literature review on how training and professional development act
This resource is the report from a study conducted by the Working with adults Review Group, for the EPPI-centre (part of the Social Science Research Unit at the Institute of Education, London). The study investigated the international research literature published between 1988 and 2006 from studies concerning the training and professional development of teaching assistants (TAs). The aim was to provide an overview of current training and professional development of TAs for policymakers, teachers
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.
Literature at Key Stages 1 and 2
Materials from the Subject Resource Network for English (www.ite.org.uk) on Literature at Key Stages 1 and 2.
The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and A
This resource is a literature review of a wide range of reliable research evidence relating to the relationship between parenting/parents’ involvement in schools and pupil engagement and achievement. The review investigated the impact of support provided for parents, learning in the family context and parents’ level of education. The authors identified two key areas addressed by the research: how and why parents get involved with their children’s education in a spontaneous way and evaluati
ITE English - Literature at Key Stages 3 and 4
Materials from the Subject Resource Network for English on Literature in Key Stages 3 and 4. These web materials offer Initial Teacher Education (ITE) tutors ideas for working with student teachers on literature teaching at key stages 3 and 4.
A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and
This is a systematic review of experimental research on the use of phonics instruction in the teaching of reading and spelling commissioned by the Department for Education and Skills. It is based on evidence from randomised control trials, only one of which was UK based. The children studied were mostly between five and seven years of age and all studies were concerned with the initial teaching of reading and in some cases, spelling.
Independent Learning: Literature Review
This literature review explores definitions, models and key aspects of independent learning in order to consider its impact upon pupils. It also considers what schools, teachers and policy makers can do to promote independent learning. The review is based upon UK and international literature.
ICT and attainment: A review of the research literature
The resource is a pdf document, available from Becta’s archives. It is the result of a DfES and Becta funded project to produce a summary of the literature available on ICT and attainment, nationally and internationally, both in primary and secondary schools. The resource was published in 2003. It is one of a pair, undertaken by the same team at King’s college, London and is number 17 in the DfES series of reports ‘ICT in Schools Research and Evaluation Series’.
Who Stays in Teaching and Why: A Review of the Literature on Teacher Retention
This is a literature review on teacher retention in US public schools. The publication incorporates a range of empirical work on the career decisions made by teachers, drawing on a wealth of factors which impact on teacher retention. The research is provided as part of The Project on the Next Generation of Teachers, based at the Harvard Graduate School of Education in the United States.
Influences and leverages on low levels of attainment: a review of literature and policy initiatives
This report from the Centre for Research on the Wider Benefits of Learning (WBL), based at the Institute of Education, London, is a review of a wide range of literature and policy initiatives considering the influences and leverages on low attainment in schools. In the context of this report a leverage is an initiative, intervention or strategy which seeks to tackle low attainment. It looks at the influence on progression and attainment in early and mid childhood, adolescence and early adulthoo
