Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 9749 result(s) returned

NALDIC ITTSEAL: Primary geography: working with student teachers in developing strategies for suppor
Geography has been a compulsory part of the primary National Curriculum since its inception in 1989, yet it is one area of the curriculum that teachers often approach with some trepidation (OfSTED 2005). This guidance considers effective and inclusive teaching of geography and provides some practical examples of how student teachers of pupils in Key Stage One might be supported in dealing with issues around English as an Additional Language (EAL) during their geography taught sessions. The conte
Author(s): No creator set

License information
Related content

Becoming a Problem: How and Why Children Acquire a Reputation as 'Naughty' in the Earliest Years at
This is a research project funded by the Economic and Social Research Council (ESRC). It was led by Maggie Maclure and a team in one reception class (4-5 year olds) at four different primary/infant schools in Manchester. The report concentrates on the Foundation stage of schooling. By studying how pupils and teachers interact within the classroom and looking at other influences, it describes how this leads to children gaining reputations of being ‘good’ or ‘problem’ pupils and how they l
Author(s): No creator set

License information
Related content

Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Influences on children's cognit
This a DCSF Research Brief which builds upon the original Effective and Pre-school Primary Project (EPPE) 3-11, which investigated children’s intellectual and social/behavioural development between the ages of 3-7 years (Sylva et al, 2004). The EPPE 3-11 extension follows up the sample to the end of primary school (age 11 years, the end of Key Stage 2). This Research Brief provides an overview of the latest findings. It reports on the long term impact of the Home Learning Environment (HLE) an
Author(s): No creator set

License information
Related content

Planning for change: the impact of the new Key Stage 3 curriculum
This is an Ofsted report which evaluates the progress of the implementation of the new Key Stage 3 curriculum. The report draws on visits to 37 schools between May 2008 and March 2009. The new National Curriculum for Key Stage 3 came into effect for Year 7 pupils from September 2008, and carried with it a clear expectation that schools develop a more integrated approach to curriculum planning and delivery. The report suggests that the schools in the survey had made progress in introducing more v
Author(s): No creator set

License information
Related content

MAS.531 Computational Camera and Photography (MIT)
Includes audio/video content: AV lectures. A computational camera attempts to digitally capture the essence of visual information by exploiting the synergistic combination of task-specific optics, illumination, sensors and processing. In this course we will study this emerging multi-disciplinary field at the intersection of signal processing, applied optics, computer graphics and vision, electronics, art, and online sharing through social networks. If novel cameras can be designed to sample ligh
Author(s): Raskar, Ramesh

License information
Related content

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

INFO2009 IT and Legal Issues Handout
INFO2009 IT and Legal Issues Handout - Su White Keywords:legal and professional issues , legal issues , stage test , quiz , scenario , handout
Author(s): No creator set

License information
Related content

Darfur/Darfur: The Crisis
Six years after Darfur made its appearance on the world stage, the horrific crisis burns on, as these panelists vividly attest. In a forum companion to the traveling exhibit DARFUR/DARFUR, the speakers provide big picture political context, as well as actual images from the field.

Note: This lecture contains descriptio

Author(s): No creator set

License information
Related content

1.5.3 Looking forward: implications and possible consequences

But what are the implications of these developments and trends? Clearly the emergence of a strong east-Asian bond market could threaten both the US dollar and the Euro markets, but this development is still in its infancy, and there are significant political and economic differences of interest amongst the possible east-Asian participants in such a market. So for the time being it will be the Euro and the US dollar that hold centre stage. But in as much as the Euro becomes a stronger currency
Author(s): No creator set

License information
Related content

Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

2.4 ‘Go Use’ science promotion events
This unit will look at how public engagement in science and technology might be achieved through science promotion. Science promotion and public involvement in policy making can require both formal and informal objectives: some are explicit and some are implicit, some are articulated at the planning stage and some are unexpected. These objectives can entail participation, engagement, knowledge exchange and learning – all of which require a degree of motivation by all parties.
Author(s): The Open University

License information
Related content

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

2.1 Institutional science promotion events
This unit will look at how public engagement in science and technology might be achieved through science promotion. Science promotion and public involvement in policy making can require both formal and informal objectives: some are explicit and some are implicit, some are articulated at the planning stage and some are unexpected. These objectives can entail participation, engagement, knowledge exchange and learning – all of which require a degree of motivation by all parties.
Author(s): The Open University

License information
Related content

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

1.2 Defining science promotion
This unit will look at how public engagement in science and technology might be achieved through science promotion. Science promotion and public involvement in policy making can require both formal and informal objectives: some are explicit and some are implicit, some are articulated at the planning stage and some are unexpected. These objectives can entail participation, engagement, knowledge exchange and learning – all of which require a degree of motivation by all parties.
Author(s): The Open University

License information
Related content

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Shirley Chisholm, Part 2 of 3
This video features commentary and narration regarding Shirley Chisholm. 'On January 25, 1972, she became the first major-party black candidate for President of the United States and the first woman to run for the Democratic presidential nomination' (Wikipedia, 2009).
Author(s): No creator set

License information
Related content

Les sociétés unipersonnelles (audio)

La notion même de société unipersonnelle est étonnante, mais le droit français admet qu’une société qui n’a plus qu’un seul associé ne disparaît pas instantanément. Mieux, il autorise la création de sociétés par une seule personne. Ce sont notamment l’EURL (SARL unipersonnelle) et la SASU (SAS unipersonnelle).


Author(s): No creator set

License information
Related content

Certificacion de Turismo Responsable
A lecture on sustainable tourism delivered in Spanish.
Author(s): Xavier Font,Leeds Metropolitan University

License information
Related content

http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

The impact of classroom support
This GTC research of the month summary examines the report of a longitudinal investigation into the impact of teaching assistants (TAs) on teaching and learning in primary schools, focusing on Key Stage One.
Author(s): No creator set

License information
Related content

Labelling
Labelling I am completing a research project on the effect of labelling children and what this does to their self esteem and attainment. It is based around the primary aged child but not a specific key stage. Any information you could give me would be great. I have looked at a few journals on the effect of informal and formal labelling.
Author(s): No creator set

License information
Related content

What are the effects of ability grouping on GCSE attainment?
This is a digest of a study published in 2005 which followed 6000 British pupils from Year 9 through to their GCSE examinations in Year 11. Prior attainment in Key Stage 2 and 3 national tests was compared with achievement at GCSE, and then related to the amount of setting experienced from Years 7 to 11.
Author(s): No creator set

License information
Related content

Scatter graphs
Scatter graphs I am trying to find any research in the UK or internationally focusing on primary school age children's understanding of scatter graphs. In primary science, which is the curricular area I work, in these are called pattern-seeking investigations. By understanding I mean children's ability to read them for understanding and also their ability to construct them themselves. I have found nothing to date since scatter graphs are only introduced to children in the UK in Key stage 3, not
Author(s): No creator set

License information
Related content

Are we really grouping pupils for success?
This National Strategies (NS) document is presented as a set of guidance for school leaders to accompany the research findings from the DfES study, Pupil Grouping Strategies and Practices at Key Stage 2 and 3: Case Studies of 24 Schools in England (RR796).
Author(s): No creator set

License information
Related content

Literacy Primary
Literacy Primary I am looking for information concerning the holistic teaching of key stage two primary English, maybe with an emphasis on the use of whole texts as opposed to extracts. Also any seminal articles on the research that has fed into the new Primary Literacy Strategy. I have used the Blackwell Synergy to source some articles and have found many concerning the old NLS but am having difficulties finding more up to date sources.
Author(s): No creator set

License information
Related content

Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488