Influences and leverages on low levels of attainment: a review of literature and policy initiatives
This report from the Centre for Research on the Wider Benefits of Learning (WBL), based at the Institute of Education, London, is a review of a wide range of literature and policy initiatives considering the influences and leverages on low attainment in schools. In the context of this report a leverage is an initiative, intervention or strategy which seeks to tackle low attainment. It looks at the influence on progression and attainment in early and mid childhood, adolescence and early adulthoo
TDA E-Learning Grant Reports Round Two: University of Winchester: Videoconferencing
This is a report for a TDA funded project focusing on the development and impact of e-learning on ITE provision. This project was based at the University of Winchester and focused on the use of videoconferencing in supporting teacher education and training. This extensive report provides an account of how videoconferencing was undertaken.
Harnessing Technology Review 2008: The role of technology and its impact on education
This report is an extensive review of recent research into the impact of ICT on Primary, Secondary and Further Education in England and Wales.
TDA E-Learning Grant Reports Round Two: Billericay Educational Consortium
This is a report for a TDA funded project focusing on the development and impact of e-learning on ITE provision. Based at the Billericay Educational Consortium, it focused on the development of an e-learning platform to replace paper based information and assessment systems.
Language Learning at Key Stage 2: A longitudinal study
These are the interim findings from the first year of a three year longitudinal study of the impact of the introduction of KS2 language teaching and learning in selected schools. It is set out under the headings of Introduction, Key findings, Methodology (outlining the three strands of the aims) and the Summary of the main findings.
Teaching and Learning Research Programme (TLRP): Impact and significance
These resources, including four research briefings, are published by the Teaching and Learning Research Programme (TLRP) as it draws close to its conclusion in September 2009, and are entitled: ‘Impact and significance’, '‘Evidence based policy’: What evidence? What basis? Whose policy?', ‘Assessment of significant learning outcomes’, ‘Making a difference: Collaborating with users to develop educational research’ and ‘Transparency in planning, warranting and interpreting resear
Creating Effective Teaching and Learning Environments: First Results from TALIS
This report presents the first findings of an international, collaborative programme of TALIS (Teaching and Learning International Survey) reviews of education systems within OECD (Organisation for Economic Co-operation and Development) countries. Its focus is on the provision of lower secondary education in both the public and private spheres across the 23 participating countries. The initial remit embraces an investigation of the professional development of teachers, their practices, beliefs a
Drivers and Barriers to Educational Success: Evidence from the Longitudinal Study of Young People in
The resource is a DSCF commissioned report by the Institute of Fiscal Studies based on data from the Longitudinal Study of Young People in England (LSYPE). The study considers the impact of the socio-economic background of young people on their educational attainment and post-16 choices. It provides a detailed assessment of the gaps which exist, the factors which link socio-economic background and educational attainment, and the resulting policy implications.
Evaluation of the Training and Development Agency for Schools’ funding for ICT in ITT Projects
The key component of this resource is a 60 page report outlining the impact on Initial Teacher Training (ITT) of targeted funding to support developments in Information and Communication Technology (ICT). In addition, an executive summary is available separately, and there is also a short video overview, six video case studies with notes, a video summary of the case studies and two further documents for ITT providers aimed at supporting their planning and evaluation of TDA-funded projects. The r
The "Oh, nothing much" report: The value of the after-school conversation
This report, commissioned by Becta to support its Next Generation Learning Campaign, is written by Professor Tanya Byron, a Consultant Clinical Psychologist specialising in child and adolescent mental health. It reports on an investigation into the role that successful communication between parent and child can have on raising attainment. It also considers the impact that technology can have in improving parent-child communication. The research surveyed 1000 children aged 7-14 years of age prima
Impact 2007: Personalising learning with technology
The Becta "Impact 2007: Personalising learning with technology" report draws upon responses from 450 teachers and 3,300 pupils in 67 primary and secondary schools. It establishes the connections between ICT e-maturity and school performance; it reports upon the teachers’ and pupils’ perceptions of personalising learning; it identifies aspects of personalised learning in action; and the role of VLEs in personalisation.
New Zealand Council for Educational Research (NZCER) national surveys
This report looks at the findings the latest cycle of New Zealand Council for Educational Research (NZCER) which periodically surveys primary and secondary schools in order to assess the impact of recent educational reforms.
Harnessing Technology Review 2007: Progress and impact of technology in education
This Becta review examines what research and evidence indicate about the current state of technology in schools and FE colleges. It identifies some positive evidence for the impact of ICT, but also demonstrates the increasing complexity and sophistication of ways in which technology use now needs to be considered. It draws heavily on its companion research summary (Kitchen et al.), but also on a wide range of other research and inspection sources
How to shape the future of Partnership to best meet the needs of schools and providers
This article, written in December 2007 by Provider Link Advisers (PLAs) for The Training and Development Agency (TDA), details a vision for future partnership work which meets the needs of schools and providers. The report evaluates the impact of TDA-funded work, including the National Partnership Project (NPP), Partnership Development Schools (PDS) programme and the Training Schools initiative. It also evaluates the use of TDA consultants in supporting partnership in schools and providers. It f
Opening Minds Impact Update: 2008
This resource is a report of an impact evaluation undertaken in 2008 by the Royal Society of Arts (RSA) of its Opening Minds Curriculum, piloted in 2000, and currently being implemented by 204 schools in the UK.
Promoting Creativity in Initial Teacher Education; a study by tutors and students at Canterbury Chri
The resource is a research paper that forms part of a much wider initiative, the Higher Education Arts and Schools (HEARTS) project, and specifically discusses the development of a collaborative project between the education faculty at Canterbury Christ Church University (CCCU) and local schools. Entitled ‘Strangely Familiar’, the researchers aimed to demonstrate the impact of involvement in the Arts on creative teaching and thinking.
Lessons From The Front 2009
Lessons From The Front is a policy-focused report based on the views and recommendations of 500 Teach First teachers reflecting on their experiences in urban complex schools in the UK in a national survey, focus groups and discussions. The principle findings of the report are addressed in two chapters: the first focuses on developing teachers and teaching though improved CPD, promoting both teacher inquisitiveness and professional collaboration; the second focuses on some wider issues facing sch
The DCSF Research Conference 2010
The DCSF Research Conference 2010, The Use of Evidence in Policy Development and Delivery, took place at the QEII Conference Centre in London on 9 February. The day consisted of a series of addresses, followed by two workshop sessions, and a panel discussion in the afternoon. Carole Willis, Director of Research and Analysis at the DCSF, welcomed delegates, and spoke of the need to make decisions to use money for the best impact in terms of delivering better outcomes, based on evidence. A central
Educational Research and Policy: How can we ensure that our findings are used?
This paper, presented at BERA 2009, considers the impact that educational research has on policy, largely by reviewing relevant literature and by evaluating the impact that three very different NFER research projects (TIMSS, Gifted and Talented Evaluation, and National Monitoring Surveys) have had on policy.
Language Learning at Key Stage 3: The impact of the Key Stage 3 Modern Foreign Language Framework an
This resource is a report on a two year study into language learning at Key Stage 3 in England, carried out at Cambridge University at the behest of the Department for Children, Schools and Families (DCSF). The study was commissioned to investigate both provision and practice, and was to look particularly at the impact of the Key Stage 3 Framework for Modern Foreign Languages (MFL) and other recent initiatives with respect to languages, such as the impact of language entitlement in Key Stage 2 a
