(R&DA 19) Poetry as sound across KS2 and KS3: Investigating Innovative English Pedagogy with ICT
A report of a TDA Research and Development Award funded research partnership that developed and investigated innovative English pedagogy. Teaching of listening, talking and poetry were examined using video and sound recordings from three schools. The progression from KS2 to KS3 was explored.
(R&DA 23) The Training and Induction of Teaching Assistants Who Wish to Become Qualified Teachers
This small scale survey concludes from interviews of 34 participants that people with a history of previous school employment who subsequently train as teachers have distinct training and induction needs. Supported by a TDA Research and Development Award.
(R&DA 33) An investigation into the effective school-based tutoring of Primary Modern Foreign Langua
This study examined some of the implications for ITT placements of introducing Modern Foreign Language teaching throughout KS2 in England. The researchers identified five issues critical in support for trainees in school. Supported by a TDA Research and Development Award.
Introduction
To develop as an independent, confident learner you will need to learn the study skills involved in reading articles, taking notes and summarising the information that you have obtained from an article. The unit explores the use of the Web as a resource for keeping up to date, looking in particular at how to assess material available online.
(R&DA 27) An Investigation into Whether and How Current PGCE Courses are Producing Confident Modern
This project investigated the provision of training for modern foreign language teaching in primary schools. This is of interest because of the aim to offer KS2 children MFL by 2010.
Supported by a TDA Research and Development Award
(R&DA 28) Knowledge domains and teacher effectiveness in mathematics
This project aimed to identify how trainee teachers use their mathematics subject knowledge to underpin their teaching, and examined the geometric and probability knowledge that trainees identify and use. Supported by a TDA Research and Development Award.
(R&DA 30) The subject tutor’s role in supporting trainee teachers through lesson observation and f
This project, based in one institution, examined: levels of consistency between tutors; correspondence with an independent definition of good practice and satisfaction, and makes recommendations are made to further enhance this practice. Supported by TDA Research and Development Award.
(R&DA 32) The Role of Human Rights-Focused NGOs in ITT Citizenship
This project examined the relationship between HEI providers of citizenship ITT and non governmental organisations (NGOs) with particular reference to the construction of curricula concerning human rights. Supported by a TDA Research and Development Award.
1.5 How to take notes
To develop as an independent, confident learner you will need to learn the study skills involved in reading articles, taking notes and summarising the information that you have obtained from an article. The unit explores the use of the Web as a resource for keeping up to date, looking in particular at how to assess material available online.
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.
An evaluation of a high intensity saturation placement for primary postgraduate teacher education st
This TTA funded partnership project evaluates a “high intensity" five day placement. This provided opportunities for primary postgraduate students to strengthen links between their learning at school and college. In this way it was hoped that they would be able to combine theory and practice by working in a non-assessed, team teaching context. The ‘theory’ and ‘rationale’ was driven by the Government’s Primary Strategy ‘Excellence and Enjoyment’ with a focus on meeting individu
DfES Practical Support Pack: Learning and Teaching Using ICT
This is an online collection of lesson plans, extension activities, pupils’ work, video case studies, multimedia resources, support materials and skills guidance, web links, and practical advice written by subject experts, to demonstrate ways in which ICT can be used to enhance learning and teaching.
There are separate areas devoted to Primary literacy and mathematics, and to 12 Secondary subjects. Within these, the materials to teach particular topics have been organised into modules, which
Inside the literacy hour
This is a research digest on the GTC Research for Teachers (formerly Research of the Month) site which examines two reports from a study about implementing the literacy hour which was undertaken across the period 2000-3 in small rural schools in the West Country. The first data-set draws on interviews, observations and analysis of the planning documents of 20 teachers, the follow-up study focused on 12 of these professionals. In addition, pupil reading and writing data was collected.
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.
Widening access to educational change through teaching children how to reason together
This is a DfES TRIPS digest of a small scale research project originally published in "Westminster Studies in Education", 2004. It summarises the aims and methods of the research and provides an outline of teaching strategies and the implications of the research in terms of developing language skills and promoting social inclusion.
The effects of co-operative learning on junior high school students during small group learning
This is a DfES (TRIPS) digest of an article about an Australian study of fourteen year old students working in groups on problem-solving activities in mathematics. Students worked in either structured groups where they were taught how to communicate and co-operate or unstructured groups without such instruction. It suggests that the benefits of teaching such skills apply to both learning and the development of social skills.
General Teaching Council for England (GTC) release 2006 survey of the views and experiences of the t
The General Teaching Council for England (GTC) has published its latest survey of the views and experiences of the teaching profession. The findings are used to inform the GTC’s policy and the advice which they give to the Secretary of State for Education and Skills.
Models of research impact: a cross-sector review of literature and practice
This national study forms part of the series, Building Effective Research, edited by Andrew Murray and published by the Learning and Skills Research Centre (LSRC). This was commissioned as part of its strategy to enhance the impact of research within the post-16 (or learning and skills) sector, and was conducted by the LSRC plus a consortium of three universities: Leeds Metropolitan, St Andrew’s and Queen Mary’s, London.
1.1.2 Key Resources
This unit will help you to identify and use information in Science and Nature, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of organis
Should we be using learning styles? What research has to say to practice
Learning style instruments are widely used, particularly in Further Education, but are they reliable and valid? Do they have an impact on pedagogy? This research review from the Learning and Skills Reasearch Centre examines 13 models of learning style and concludes that it matters fundamentally which model is chosen. Positive recommendations are made for students, teachers and trainers, managers, researchers and inspectors.
