Urban ITT: Working with urban schools in challenging contexts (R&DA 2: 17)
The purpose of this project was to contribute to the training of teachers for work in urban schools facing a range of disadvantages. The research was conducted in Manchester and London and undertaken with teachers at the beginning of their careers and the mentors who supported them. 162 trainees were surveyed and eight case studies investigated issues in more depth. The project found that many trainees started and ended their training wanting to teach in challenging urban settings but that th
Personal Digital Assistants (PDAs) and Handheld PCs: Identifying their Potential to Support Initial
This project explored the potential for Personal Digital Assistants (PDAs) to support trainees in school. 14 PGCE science students were given either a Windows Pocket PC or a Palm OS based handheld. Useful technical detail underlying the decisions to use these two is reported. Trainees received four hours of training in 10 aspects of potential support from their PDAS and also in their use. It was intended that the trainees used the PDAs on their school experiences. Some but not all were able
An analysis of e-learning in a flexible postgraduate initial teacher training course (R&DA 2: 04)
This project examined the advantages and disadvantages of e-learning. Trainees on a part-time flexible route for PGCE used a virtual learning environment and the researchers concluded that e-learning can offer an effective alternative for students who cannot access full time face-to-face training. The study used a multi-method approach, including analysis of materials posted on the VLE, two questionnaires and focus group interviews. Supported by a TDA Research and Development Award
The effects of interactive reading homework and parent involvement on children’s inference respons
This resource is a DfES TRIPS digest of a research project investigating the parental role in supporting seven-year old children at home with reading homework. The research focused particularly on children’s inferential responses to texts. One group of parents were given homework and training in how to interact with their children, a second group were given the homework only and a third control group continued with their usual programme of homework.
Key Stage 3 Art – Contemporary Art
This Teachers TV video looks at the delivery of a unit of work from a media and visual arts Faculty at Wellings Specialist Arts Secondary School in Kent and analyses the reasons for using the work of contemporary artists as a starting point. The unit consists of a photography project during the course, during which the students look in some detail at the work of a contemporary photographer (Cindy Sherman) and then explore elements of photography through their own designing and making of a photog
KS1/2 Art - Investigating Materials
This is a 15 minute Teachers TV video case study. A Key Stage 1 teacher introduces and develops the theme of Materials with a year 1 Art and Design class. In active classroom excerpts, children’s comments and discussions with the Art co-ordinator, planning, resourcing, pupil assessment and key vocabulary are covered. The ‘Investigating Materials’ theme in Art is linked to a weaving project and with aspects of the science curriculum.
New Zealand Ministry of Education - Teacher Status Project: Stage 1 Research
This is an initial literature review for a project on Teacher Status, prepared for the New Zealand Ministry of Education and the New Zealand Teachers Council by Marie Cameron.
Preparation for Teaching in Rural Schools
This is a research report for the British Educational Research Association Conference, 2007. It reports on findings from a collaborative project between three Providers of ITE with rural school partnerships: the University of Plymouth; the Dorset Teacher Training Partnership; and the University of Gloucester
Members of the Citizenship course at Canterbury Christ Church University worked with the Invicta Grammar School in Maidstone on a focus day for the pupils on 'Britishness'. Their work, and the initial plan for the project, is presented in this pack.
Building thinking skills in thinking classrooms ACTS (Activating Children’s Thinking Skills) in No
This research briefing is of a project carried out as part of the Teaching and Learning Research Programme based at the Institute of Education, University of London. ACTS (Activating Children’s Thinking Skills) was used as the thinking framework. The project builds on a substantial earlier review of the research literature on developing thinking skills. Working with 134 teachers of 8-11 year old pupils in Northern Ireland schools, lessons were designed and taught to teach thinking skills inte
A systematic review of interactions in pedagogical approaches with reported outcomes for the academi
This is the second systematic review using the EPPI protocol in a series that is focusing upon effective pedagogical approaches in use in mainstream classrooms with children with special educational needs, aged 7-14 years. This second review expands the focus of the previous year to investigate the nature of the interactions between teachers, support staff and pupils.
Words Matter – Thinking and Talking About Writing in the Classroom
This is a reflection on a classroom-based investigation undertaken in one school as part of the Effective Learning Project, a collaborative research initiative with researchers from Homerton College, Cambridge. The investigation posed the question: “What excites primary pupils about writing in school and what switches them off?”
DEEP IMPACT: an investigation of the use of information and communication technologies for teacher e
This resource from the Digital Education Enhancement Project is an extensive description (over 200 pages) of UK-based research of the affordances of ICT in teacher education in Egypt and South Africa conducted from 2001 up to 2004. There is a focus on literacy, numeracy and science through ICT. There is a good description of the research methods and well illustrated case studies.
Formative Assessment and Personalised Learning - Primary
This is a Teachers TV video, of 27 minutes duration developed by Bristol University’s Effective Lifelong Learning Inventory project (ELLI) in collaboration with Westbury Park Primary School. The school promotes an original and unique approach to personalised learning and formative assessment by using seven dimensions for effective teaching and learning: learning relationships, changing and learning, creativity, resilience, curiosity, meaning making and strategic awareness.
Evaluation of a Voices Foundation Primer in Primary Schools
A DfES research report published in 2005 evaluating the impact of a one year Voices Foundation project to develop teachers’ expertise and use of singing, in primary schools across England.
Aims for Primary Education: the changing national context
The resource is a survey of research conducted into the changing national context of primary education in England. As one of thirty specially-commissioned surveys of existing research undertaken by 70 academic consultants, it examines major economic and social trends in Britain and how these relate to education. It is part of a two-year project, called The Primary Review, which began in 2006.
Group Work: Transition into Secondary
This report, commissioned by the Scottish Government and completed in 2007, presents the findings of a study consisting of two projects concerning primary to secondary transitions and the use of group work in science activities. It builds on an earlier project of 2004 (ScotSPRing), which found that "significant gains in science attainment and social connectedness between pupils were promoted by using collaborative learning techniques to teach science" (p1). This follow-up project aimed to esta
What are the factors that promote high post-16 participation of many minority ethnic groups? A focus
This is a research review undertaken using the EPPI protocol.
The Influence of School and Teaching Quality on Children’s Progress in Primary School
The resource is a report of research which “investigates the way school and classroom processes affect the cognitive progress and social/behavioural development of children between the ages of 6 (Year 1) and 10 (Year 5) in primary schools in England.” (page i) The research is part of a large research project funded by the Department for Children, Schools and Families (DCSF). The project was called Effective Pre-School and Primary Education (EPPE 3-11). This project followed the cognitive and
Accelerating Girls' Progress - A Celebration Event
As part of the Gender Agenda programme of activities, this project conference took place on 26 September at the Bridge in the DCSF Sanctuary buildings. It was an opportunity for the schools who took part in the Accelerating Girls Achievement project to disseminate their research findings.