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Personalised Learning and Pupil Voice: The East Sussex Project
This booklet is a 2006 report of Personalised Learning: The East Sussex project, funded jointly by the Centre for British Teachers (CfBT) and the DfES Innovation Unit.
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What Should Science Teaching Be About In The Twenty First Century?
First review of the evaluation of the new GCSE course Twenty First Century Science Pilot. Initial findings are inconclusive. This report includes a response to the project from the Association of Tutors in Science Education (ATSE).
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GTP Training – Is adequate good enough?
This paper, presented at the 2003 BERA conference, is a report on a small scale project run by Reading University and funded by the then Teacher Training Agency (TTA). It was intended to strengthen the existing partnerships between the University and schools by improving the quality of school–based tutor training and Continuing Professional Development (CPD) of staff. This followed inspection findings that indicated many trainees were passing the Graduate Teacher Programme (GTP) route at an
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The impact of teacher-directed and child-directed pretend play on cognitive competence in kindergart
This is a research digest from the DfES Research Informed Practice Site (TRIPS) that deals with a project looking at the impact of pretend play on young children's cognitive development. The researchers find that both teacher-directed and child-directed play have positive effects and also argue for mixed age classes to enhance children's learning.
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What role does communication play in co-operative learning?
This is a research digest from the DfES Research Informed Practice Site (TRIPS). The Australian project explored the impact of 'co-operative learning' on primary aged pupils. The study provides examples of communication and dialogue skills teachers can use to expand pupil learning.
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The Effectiveness of Problem Based Learning in Promoting Evidence Based Practice (2000-03)
One of a series of research briefings available from the Teaching and Learning Research Programme (TLRP) website, this briefing provides a summary of research investigating the effectiveness of Problem Based Learning (PBL). A pilot systematic review and meta-analysis of research was undertaken to evaluate the effectiveness of PBL. The research was carried out by a team of academics, project managed by Dr Mark Newman, from the Social Science Research Unit at the Institute of Education.
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Learning Skills and the Development of Learning Capabilities
This resource is a systematic review using the eppi protocol, which gathers together research evidence from a number of teaching approaches that aim to develop pupils’ learning capabilities. The authors’ intention is to show which of these provide evidence of improvement.
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Talk, talk, talk: Teaching and learning in whole class discourse
This is one of a number of digests of research (TRIPS) to be found on the DfES Standards Site. This particular digest summarises research undertaken by Debra Myhill (2006, as part of the ESRC/University of Exeter TALK project), designed to investigate how teachers use talk during whole class teaching in literacy and numeracy lessons.
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Creative Science
This is a research summary from the National Teacher Research Panel, which reports on a project to teach science to Foundation Stage and KS1 children using a cross curricular approach through music.
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Language learning strategies across the curriculum: government policy and school practice
This is a paper presented at the British Educational Research Association Annual Conference 2006. Forming part of a project funded by the Society for Educational Studies, it explores the impact of strategy instruction (SI) directed towards the transferability of learning strategies across English and French.
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Using ‘Learning Study’ as a model of collaborative practice (R&DA 2: 8)
This project investigated whether the strategy of ‘Learning Study’ can be used as an effective model for collaborative practice within initial teacher training. The project was focused on teaching in the 11-19 age range of Business Education, Economics and Design and Technology however the critical points of the project lay not in the curriculum areas but in the exploration with trainees of a conceptualisation of learning. Supported by a TDA Research and Development Award
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Exploring the key role External Examiners play in relation to peer review and self-improvement proce
This project was designed to explore the key role External Examiners play in relation to peer review and self-improvement processes required in the Quality Management and Assurance aspects of Initial Teacher Training. Findings and recommendations are made for providers of ITT and their relevant Quality Assurance contexts. The report contains an ITT External Examiner Review Checklist Supported by a TDA Research and Development Award
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Science Subject Knowledge for Trainee Primary Teachers - The delivery of multimedia content via a Vi
This project examined how a virtual learning environment could be used to enhance science subject knowledge for trainee primary teachers. Diagnostic quizzes, specially designed and created materials using still and moving images, and extra sessions were used successfully to enhance subject knowledge competence and confidence in ‘difficult concepts’ in science. These materials were used with primary PGCE trainees and are available for examination. Supported by a TDA Research and Developmen
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Riveting Reads: Boys into Books 11-14
As part of the Boys into Books 11-14 project, funded by the DfES, Schools Minister Jim Knight has launched a booklist prepared by the School Library Association (SLA) intended to “attract and enthuse” teenage boys to read for pleasure.
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Pupils’ experiences and perspectives of the National Curriculum and assessment
This is the final report for the research review on pupils’ experiences and perspectives of the National Curriculum, carried out by the National Foundation for Educational Research (NFER) on behalf of the Qualifications and Curriculum Authority(QCA). It draws together the work from the six years of the project, the first report for this project being produced in February 2000. A series of annual updating reports were supplied by the NFER to the QCA from 2001–2005 inclusive and this overview
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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
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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
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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
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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
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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.
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