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.
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.
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.
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
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.
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
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.
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.
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.
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
Professional Cultures of Creativity and Care in Performative Primary Schools
This conference paper, presented at the European Conference on Educational Research in September 2008, discusses the findings of a study that focused on the introduction and impact of performative policies in primary schools and the current discourse on creativity. The research took place over two years and discusses whether the effects of such initiatives have had an adverse impact upon the professional cultures of the primary school.
Science and Mathematics Education, 14-19: A ‘state of the nation' report
This is the second ‘state of the nation’ report commissioned by the Royal Society and examines national trends in the participation and attainment of 14 to 19 year olds in science and mathematics in England, Scotland, Wales and Northern Ireland from 1996 to 2007. The report is not concerned with subject content or pedagogy, but focuses on monitoring and supporting improvements in attainment, participation, progression and inclusion in science and mathematics. The report reveals that in spite
Survey of Musical Futures
Musical Futures was a three year project, funded by the Paul Hamlyn Foundation, which explored different ways in which informal learning practices and pedagogies could be applied within music education. The project built on the work on Professor Lucy Green in her recent publications (Green 2001, 2008). This survey establishes analyses the impact of the project across secondary schools from teachers’ and pupils’ perspectives. The survey provides an informative insight into the success and fai
TDA E-Learning Grant Reports Round Two: Cornwall SCITT
This is a report for a TDA funded project, based at the Cornwall SCITT, focusing on the development and impact of e-learning on ITE provision. This project focused on enhancing the routine use of school-centred ICT learning tools.
Teachers TV Secondary Cross Curriculum Week
In the second of two weeks showing good practice in cross curriculum teaching, Teachers TV's focus is on secondary education (w/c 4 May). Up and down the country, schools are implementing the new secondary curriculum. But the big question is - How do we know it's having an impact?
Evidence Matters: Towards informed professionalism in education
The resource is a CfBT publication that is focused upon the way in which knowledge about educational practice is produced and put to use. The paper examines the recent impact of research evidence on educational policy and practice, and presents recommendations for more effective structures and relationships in the future. A case is made for the transference of ways of working from other fields in which there is a continued interface between the research task and the practice setting.
National Evaluation of Diplomas: Preparation for 2008 Delivery
This is a 131 page research report focusing on the findings of an evaluation which explored the planning and preparation for the Diplomas prior to their introduction in September 2008. It provides a comprehensive first phase report (planning and preparation) of a six year (2008 - 2013) national evaluation of the implementation, delivery and impact of the Diplomas
The Impact of Research on Policy
This is a publication from the British Educational Research Association (BERA) compiled by scholars based in three universities working within the education research sector, with a particular focus on Early Childhood studies. It assesses the impact of significant and contemporary education research on government policy.
QCA Evaluation of participation in GCE mathematics: Final report
The resource is a comprehensive report and set of accompanying appendices published by QCA (Qualifications and Curriculum Authority) which consider the impact of the new mathematics AS and A level specification on students’ participation. It includes an executive summary and discussion of findings together with four main recommendations for the future.
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