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School Breakfast Clubs, Social Background and Nutritional Status
This resource is a short research report of a small scale investigation into the nutritional impact of participation in school breakfast clubs. The results of the investigation suggest that breakfast clubs may have a positive impact on pupils’ intake of key nutrients, especially those pupils from poorer home backgrounds.
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What is Every Child Matters?
A leaflet for newly qualified teachers, titled "What is Every Child Matters?", has been published by the TDA. The leaflet explains the impact Every Child Matters is having on schools, and the effect it has on the work of NQTs. Websites with further information are also listed.
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Creative Partnerships
2006 marked four years since the start of the Creative Partnerships (CP) programme; this resource sets out to indicate the impact so far through four short publications: Creative Partnerships - approach and impact, Research digest 2002 - 2006, Whole school case studies and Thinkpiece - the challenge of defining impact. They summarise the research and evaluation of Creative Partnerships carried out between 2002 and 2006.
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Making a Difference in Schools; The Big Brothers Big Sisters Schools Based Mentoring Impact Study
A comprehensive research study on the impact of a School Based Mentoring (SBM) scheme in the United States. The efficacy of this ten year old scheme is compared and contrasted with existing Community Based Mentoring (CBM) schemes (based in clubs and community centres around the US) which have been in operation for the past century. Both schemes operate under the auspices of the US nation-wide and voluntary, ‘Big Brothers Big Sisters’ (BBBS) organisation.
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Visual Impairment
Mason & McCall (1997) describe Visual Impairment (VI) as a general term that can be used to indicate the continuum of sight loss. VI is a low incidence disability that affects an estimated 2.1 per thousand of the total school population. Since it has been suggested that approximately 80% of school tasks are based on vision, sight loss of any kind can have a significant impact upon learning, and as Lomas (1997) goes on to say, the success of many children with VI in mainstream schools depends a
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Evaluation of the Childcare Taster Pilot and Extended Schools Childcare Pilot programmes: final repo
This is a report of research commissioned by the Department for Children, Schools and Families and the Department for Work and Pensions to critically assess the impact and outcomes of the implementation of Extended Schools Childcare Pilots (ESCP) and Childcare Taster Pilots (CTPs). The qualitative research took place in a total of 11 Local authorities in England and Wales in 6 phases from June 2004 until June 2006. The overall evaluation ran from April 2004-March 2007.
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The impact of 14-16 year olds on further education colleges
This report examined colleges’ practical strategies and issues for integrating 14–16 year-old learners into the more traditional profile of FE. It is based on case studies of five colleges. The aim of this research was to explore the impact that 14–16 year olds have on FE colleges, their staff and older learners, to examine the strategies that FE colleges and their staff used to integrate 14–16 year olds successfully into their institutions and to identify the issues that remained to be
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Deployment and Impact of Support Staff in Schools – Report on findings from the second National Qu
This is a DCSF report from the Institute of Education, University of London, on Deployment and Impact of Support staff in Primary, Secondary and Special schools in England and Wales. A large-scale survey (Wave 1) was carried out in Summer 2004 to obtain a baseline assessment. This report covers the results from a second survey (Wave 2) carried out in Summer 2006. The survey will be repeated in Summer 2008 (Wave 3).
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The Quality of Learning: Assessment Alternatives for Primary Education
This is a report that is part of a series of thirty research surveys being produced for the Primary Review. The report looks at why and how teachers assess children’s progress. The report then moves on to consider the assessment systems used in England, Scotland, Wales and Northern Ireland as well as New Zealand, Sweden and France. The systems in these countries are summarised and compared for their relative strengths. The report then evaluates the systems in respect of validity, reliabili
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Changing Minds: The Lasting Impact of School Trips
This is a study of the long-term impact of the relationship between eight schools and the National Trust through the Guardianship scheme. There are currently over 100 schools in England and Wales participating in the Trust’s Guardianship scheme which is based largely around conservation and environmental issues. The National Trust believes that regular contact, dialogue and two way relationships with schools and other groups has the potential to bring about life changing opportunities. The
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Comparison of Literacy Progress of Young Children in London Schools: A Reading Recovery Follow-up St
May 9th saw the publication of a study which “followed up the impact on children’s literacy in London schools a year or more after intervention (Reading Recovery) had been received”. The press has headlined the progress made by children on this programme.
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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.
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Gender in the UK: Girls in a mixed school
This is a 15 minute Teachers TV programme which has been made to examine the position of girls in a school where they are in the minority. Positive measures have been put in place to soften the impact of this imbalance, as it is presumed that these girls are often disadvantaged by this situation.
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The value of social care professionals working in extended schools
The resource is a report based upon research conducted by the National Foundation for Educational Research into multi-agency working within extended schools, considering the impact of social care professionals in particular. It is therefore strongly linked to the roll out of Every Child Matters (ECM) and bound up in the new multi-disciplinary environment in such schools. It is based upon case studies, an audit of local authority practice, and interviews with relevant individuals and agencies wor
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Teachers TV MFL Week
Teachers TV has a week of programmes (15 - 21 September) looking at what might constitute good practice in MFL teaching at primary and secondary; the impact of the government’s policy for all KS2 children to learn a foreign language by 2010; and innovative practice and projects in the delivery of MFL.
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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
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Research into the deployment and impact of support staff who have achieved HLTA status
This is a report from the National Foundation for Educational Research (NFER) commissioned by the Training and Development Agency for Schools (TDA) to carry out research into the deployment and impact of support staff who have achieved Higher Level Teaching Assistant (HLTA) status. The project took place from August 2006 to August 2007.
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Language Learning at key stage 3: the impact of the KS3 Modern Foreign Languages Framework and chang
Produced by the DCSF, this research brief reports on interim findings from the first half of a two-year investigation undertaken by the University of Cambridge into the impact of the KS3 Framework for Modern Foreign Languages (MFL) and other initiatives on current provision and practice at KS3.
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TDA E-Learning Grant Reports Round Two: CILT
This is a report for a TDA funded project, based at CILT, focusing on the development and impact of e-learning on ITE provision.
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National Academy for Gifted and Talented Youth: Evaluation
This is a summative evaluation to the now historical National Academy for Gifted and Talented Youth (NAGTY) that was funded from 2002-2007 by the then DfES. The project was initially based at the University of Warwick, but following a competitive open tender process in August 2007 was awarded to CfBT Education Trust, who replaced NAGTY with the Young Gifted and Talented (YG&T) Learner Academy. Over the five years that Warwick held the contract, NAGTY developed a three 'academies' structure: the
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