Early Years Education: An International Perspective
Funded by the Qualifications and Curriculum Authority (QCA) and other key stakeholders, this 2002 report focuses on trends in Early Years Education around the world. The report is the result of collaboration between the National Foundation for Educational Research (NFER) and QCA. The International Review of Curriculum and Assessment Frameworks Archive (INCA) was a major source of the data presented.
Communication Friendly Spaces in Early Years Settings
This is an original resource for schools or early years settings that wish to take a critical look at their environment and provision. It is produced by The Basic Skills Agency (now NIACE) and consists of a book of guidance, a DVD and an audio workbook to use as a self-audit tool.
Parental Involvement in Children’s Education
This survey (2004) was commissioned by the DfES, following an earlier survey in 2001. The purpose was to assess the impact of measures taken to increase parental involvement in education and to identify an evidence base for future policy development. It is a very detailed investigation of levels of parental involvement in their children’s education, based on a telephone survey of over 2,000 parents and carers of children between the ages of 5-16, conducted in early 2004.
‘Children of the new century'
The Millennium Cohort Study has published its initial findings from its second sweep of data gathering. One of the key findings is concerned with children's educational development, with the study showing that ‘many children from disadvantaged backgrounds are up to a year behind more privileged youngsters educationally as early as the age of three'.
Using mentors’ metacognitive skills to increase the knowledge base in teacher training of how teac
This project explored the strategy of adding voice files to word documents - primarily lesson plans and schemes of work - in an initial teacher training context. The technique is called Voice over Text (VoT). The purpose was to reveal the thinking behind teaching processes; in this case there was an emphasis on planning. The use of Voice over Text delivered promising early results in that trainees were able to access the thinking of experienced practitioners which previously had been invisible
Tsunami Hitting Koh Phi Phi Island Thailand (2004)
Shot by an American tourist, this video shows the tsunami waves getting dangerously close to the cameraman and his family who luckily are staying in the 3rd floor of their hotel and therefore experience only a big scare. The same cannot be said about other tourists on the beach or who stayed in lower floors, or the hundreds of thousands of others killed by the wave. The 2004 Indian Ocean earthquake, which had a magnitude of 9.15, triggered a series of lethal tsunamis on December 26, 2004 that ki
CPD for Teachers – Mentoring and Coaching
This Teachers TV video is concerned with mentoring and coaching with a particular focus on peer-to-peer learning to be employed as an effective tool for staff development. Located within the wider context of continuing professional development, this resource provides examples of how teachers can learn from and with one another in the early and more advanced stages of their career.
NALDIC ITTSEAL: KS1/2 English The Multilingual School
This National Association for Language Development in the Curriculum (NALDIC) ITTSEAL resource features session notes for ITE educators to accompany the Teachers TV programme KS1/2 English The Multilingual School. It gives an overview of provision for pupils learning EAL at a multilingual primary school in Newham. It focuses on developing partnerships with parents and approaches to early reading in KS1. The resource is useful for introducing EAL issues to student teachers, particularly where st
Early years: Getting on well: enjoying, achieving and contributing
This is a report by Ofsted with an introduction by Christine Gilbert, HMI Chief Inspectorate of Schools in England and Wales. It is the second national report assessing how Early Years and registered childcare providers are supporting and responding to the ECM agenda with special regard to the five stated outcomes.
Making a Difference in Schools; The Big Brothers Big Sisters Schools Based Mentoring Impact Study
A comprehensive research study on the impact of a School Based Mentoring (SBM) scheme in the United States. The efficacy of this ten year old scheme is compared and contrasted with existing Community Based Mentoring (CBM) schemes (based in clubs and community centres around the US) which have been in operation for the past century. Both schemes operate under the auspices of the US nation-wide and voluntary, ‘Big Brothers Big Sisters’ (BBBS) organisation.
Creating Accurate Science Benchmark Assessments to Inform Instruction
This is a report on American research carried out by The National Center for Research on Evaluation, Standards, and Student Testing at the University of California. The aim was to write, pilot test and evaluate benchmark assessments in the form of multiple-choice and open-ended questions in four areas of science taught to Grade 5 pupils (equivalent to Year 6 pupils in the UK). It was carried out using practicing teachers and researchers who were experts on science pedagogy and content.
Review of Mathematics Teaching in Early Years Settings and Primary Schools. Interim report.
The Review of Mathematics Teaching in Early Years Settings and Primary Schools, chaired by Sir Peter Williams, was announced by the Secretary of State on the 10 July 2007. The Review has looked at the available evidence on specific areas in mathematics education and has proposed recommendations for a way forward, all with an aim of raising standards in mathematics education. This, the interim report, published on 19 March 2008, presents the review panel’s current thinking and makes preliminar
Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools. Final Report
This is the final report of the Review of Mathematics Teaching in Early Years Settings and Primary Schools, chaired by Sir Peter Williams. This extensive review was announced by the Secretary of State on the 10 July 2007 and the final report sets out the review’s conclusions in light of an extensive period of information and evidence gathering. The review follows, and is complementary to, the Rose Review of teaching of early reading, and will complement Sir Jim Rose’s review of the whole pr
Harold Rosen Obituary
The educationist Harold Rosen, who has died aged 89, was a leader of thought in the world of English teaching in the second half of the 20th century.
Early Reading and Initial Teacher Training: conference for ITT providers
The TDA 'Early Reading and Initial Teacher Training:conference for ITT providers' was held on Tuesday 7th October at the Business Design Centre in London and was attended by delegates from ITT from across the country. The aims of the day were fivefold and included the opportunity to hear Sir Jim Rose give early feedback from the Independent Primary Review, to receive feedback from the Ofsted survey of early reading and 'to consult over the further support to be offered by the TDA and the Primary
EPPE: Influences on Children's Attainment and Progress in Key Stage 2: Cognitive Outcomes in Year 6
This is one of a series of documents reporting findings of a research project entitled ‘Effective Pre-school and Primary Education 3-11’ (EPPE 3-11) commissioned by the Department for Children, Schools and Families (DCSF). This longitudinal study tracked a cohort of 2701 children from 950 primary schools from age 3 to the end of primary school (age 11 years) in order to investigate what kinds of early childhood provision are most effective in promoting children’s development during pre-sch
Ensuring the Best Start in Life: Targeting versus Universality in Early Childhood Development
This is a research paper published by the Institute for Research on Public Policy – an independent Canadian national non-profit organisation. This report identifies the strategies for enhancing the development of vulnerable children in Canada and focusing on early intervention programmes. The report explores four policy issues influencing early childhood education centres in Canada. The report is supplemented by American findings of initiatives involved in providing early childhood care.
'Improving Competences for the 21st Century: an Agenda for European Cooperation on Schools' and ‘C
On December 6th 2008 the Association for Teacher Education in Europe (ATEE) announced the publication of two forward-looking documents on schools and schooling by the European Commission and the European Council. These are 'Improving Competences for the 21st Century: an Agenda for European Cooperation on Schools' published by the European Commission, and ‘Council Conclusions on preparing young people for the 21st century: an agenda for European cooperation on schools' produced by the European
Enhancing the communication learning environment of an early years unit
This research paper, presented at BERA 2001, reports on an action research project in which a group of teachers, nursery nurses and teaching assistants worked with an Open University consultant, Melanie Nind, to improve the language and communication provision in an early years unit. The project took an inclusive approach, rather than starting with a deficit model, through which the learning environment was enriched for all children. The development and evaluation of changes was guided by the co
TDA Standards Case Study: Group observation and discussion of model lessons in early training
A case study charting the experiences of trainees on a secondary PGCE programme in science, including the ways in which the provider tailored provision to provide opportunities for trainees to carry out group observation and discussion of model lessons in early training.