Exam 2000 - UNSPECIFIED Keywords:Exam Answer
Lecture notes - UNSPECIFIED Keywords:congruences residue classes
Exam 2000 - UNSPECIFIED Keywords:Exam Answer
Exam 1999 - UNSPECIFIED Keywords:Exam Answer
Exam 2000 pdf
Exam 2000 pdf - UNSPECIFIED Keywords:Exam Answer
iSolutions/Psychology portfolio presentation
iSolutions/Psychology portfolio presentation - UNSPECIFIED Keywords:portfolio
Hartley Library Induction for Psychology Undergraduates October 2009
Hartley Library Induction for Psychology Undergraduates October 2009 - Debra Morris Keywords:Library
Institute for the study of nomadic civilizations
The Institute for the Study of Nomadic Civilizations is a scholarly and scientific Mongolian organisation which works with UNESCO, the Dept. of Education, Culture and Science of Mongolia, and the Chinese authorities, among others. At June 2009 the Institute has been established for ten years, and it organises projects, expeditions, conferences, summer schools, and issues publications to do with Mongolian life, culture and history. The website has details of all these, along with full details of
PsyPAG Annual Conference
Organised by PsyPAG - Psychology Postgraduate Affairs Group, to be held at University of Cardiff Cardiff United Kingdom from 2009-07-29 to 2009-07-31
William James (1899) Talks to Teachers on Psychology and some of life's ideals
The full text of the first book on the role of psychology in education based on James' lectures to education students.
Students' experiences of ability grouping and disaffection, polarisation and the construction of fai
This is a TRIPS digest of a journal article by Jo Boaler of Stanford University, California, and Dylan William and Margaret Brown of King's College, London. The original article is based on research examining the mathematics achievement of a cohort of approximately 1000 students in 42 classes in six secondary schools over four years, in order to draw conclusions about the effects of ability grouping. The digest on the Standards site makes use of additional information and an update to the projec
Effective early literacy teaching in the first years of school
This is a GTC 'Research of the Month' summary of three studies of what might constitute effective literacy teaching in the first years of school. In addition it includes six case studies from the UK and suggestions for reading. The case studies are set chiefly in Year 5 or Year 6 classes.
Mixed years I am a Scitt student doing a child study. I am interested in how mixed year classes affect children's learning, specifically Key Stage 2 year 3/4.
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.
NALDIC ITTSEAL: Managing EAL Secondary - Strategies around the Clock
This resource from the National Association for Language Development in the Curriculum (NALDIC) ITTSEAL features session notes for ITE educators to accompany the Teachers TV programme Managing EAL Secondary - Strategies around the Clock. The programme shows a multilingual high school in Redbridge where 69% of pupils are learning EAL. The programme looks at two newly arrived pupils. Ibrahim struggles to read and write in his first language, Turkish, while Theebika has already got an A grade in GC
Curiosity Kits: The impact of non-fiction book bags on boys’ reading at home
This 2001 NFER Topic (now PRE-Online) article reports on a small-scale pilot project which was supported by the National Year of Reading (1998–99) and the UK Reading Association, as well as publishers and other businesses. This research involved placing sets of book bags (‘Curiosity Kits’) in four Year 4 classes across the country, and monitoring the home-school reading patterns of these pupils compared with four control classes. The kits, contained in sports bags, comprised at least one
Innovation - Interlinked Learning at Frogwell Primary School
This is a 15 minute Teachers TV video clip demonstrating “how interlinked learning can be brought to life”. Set in Year 1 and Year 3 classes, it illustrates how teachers can plan and resource the curriculum to bring together different areas under a general theme. One class are shown engaged in underwater exploration, the other in space travel. In both settings, the teachers have worked to transform the classrooms into stimulating environments that reflect the theme and immerse the children i
Practices and Interactions in the Primary Classroom
This PRE-Online article is from two research reports from 1996 and 1998 into the classroom experiences of primary school teachers and pupils by the Scottish Council for Research in Education (SCRE), part of the University of Glasgow’s Education Faculty. The first study was conducted in twelve Scottish primary schools, with a subsequent extension of the study to four primary schools that organised pupil groupings by ‘setting’. The report summarises findings from detailed classroom observati
Personalised Learning at Primary - Pupil Leaders
This resource is a Teachers TV programme which examines one school’s approach to personalised learning. It is a small rural school with only two classes, where personalised learning is considered to be essential because of the range of age and ability in each class. The head-teacher, describes how the children are “participating in their own learning journey”, and autonomy and independence is encouraged both inside and outside the classroom.
Learning Gender in Primary School Playgrounds: Findings from the Tomboy Identities Project
This paper was presented at Exeter University in 2006, as part of Seminar Four (Cultures, values, identities and power) of the ESRC Teaching and Learning Research Programme (TLRP) Thematic Seminar Series, Contexts, communities, networks: Mobilising learners’ resources and relationships in different domains. The study followed two classes from Year 5 through to Year 6 in two contrasting primary schools, exploring primary pupils’ outdoor play in relation to the construction of gender identitie