National Strategy - Speaking, listening, learning: Working with children who have SEN
These materials, consisting of CD-ROM including guidance notes, example adaptations of teaching sequences, a video of an example lesson and accompanying posters, are intended to support teachers and other staff in developing effective inclusive practice.
Maria Montessori: Early Years Pioneer with Lessons for Today?
A consideration of some of the implications of Montessori's thinking and practice for some of today's educational issues linked to an account of her life and work.
Towards Extended Schools: A Literature Review
This DfES 2003 review of research and literature focuses on the development of extended schools within the UK, drawing also on international evidence. The remit was to portray the potential/actual impact of extended schooling on professional practice and pupil outcomes, as well as challenges to its development.
Suggestions on how to make the best use of the resources on the TTRB
The attached word document is a resource for teacher educators to consider how to embed the TTRB within the working practices of their institution in order to enhance practice.
Effective teachers of numeracy
This GTC 'Research Of the Month' resource is a report of research from 2001 which aimed to identify and describe characteristics of effective teachers of primary numeracy, to enable these to be more widely applied. Teachers’ practice was analysed and their beliefs, knowledge and understanding explored.
How do teachers use research findings to improve their professional practice?
This DfES TRIPS resource is a brief seven-page digest of an article first published under the title, "The use of research to improve professional practice: a systematic review of the literature". The resource is of interest to any ITE tutor or mentor who wishes to reflect upon the relevance of research to practice, comprising details apposite to any consideration of what some ITE students perceive as a divide between theory and practice. The resource is significant because it asks students to th
The Rose Report: Independent review of the teaching of early reading
The 'Independent review of the teaching of early reading' presents an interpretation of the evidence that Sir Jim Rose and his team of five advisors collected during their review of early reading and synthetic phonics. The review addresses five aspects. The first aspect is the most significant: "what best practice should be expected in the teaching of early reading and synthetic phonics", because the other four aspects which cover the development of national curricula; children with literacy dif
Lecture 24 - 11/17/2010
Lecture 24
The effects of an integrated, activity-based science curriculum on student achievement, science proc
This is a DfES digest from the Research Informed Practice Site (TRIPS) of a study, carried out in the United States which compared the science achievement, skills and attitudes of a large group of Year 7 students who were taught an integrated, activity-based (IS) curriculum with those of a control group taught in a traditional manner.
Towards Evidence-Based Practice in Science Education: (2000-03)
This ESRC-funded Teaching and Learning Research Programme (TLRP) project consists of research briefings and a research summary to report the work done by the Evidence-Based Practice in Science Education (EPSE) Research Network.
Lecture 24 - 11/17/2010
Lecture 24
Lecture 24 - 11/17/2010
Lecture 24
Literature Review in Languages, Technology and Learning
The report, published in 2002, provides a critical review of issues relating to technology in foreign language learning and teaching. It maps the relation of several learning theories to current practice and considers implications for policy, curriculum and materials design.
Untangling dimensions of middle school students’ beliefs about scientific knowledge and science le
This is a DfES TRIPS digest of a study, carried out in the United States, focussed on finding out whether students’ beliefs about science influence their learning in the subject. The digest is included on the theme of science within the Research Informed Practice Site on the DfES Standards Site.
Supporting E-learning Communities in ITT Series : Exeter.
As part of its response to the TDA's e-learning communities project, Exeter University has engaged with digital video as a way of capturing practice for modelling through a virtual learning environment (VLE).
Teaching and Learning Primary Numeracy: Policy, Practice and Effectiveness
This resource is a review of research in mathematics education following a national seminar held by the British Educational Research Association (BERA) in 2000. It aims to identify and to provide brief reviews of research which has significant implications for educational policy and practice.
Howard Gardner: The Myth of Multiple Intelligence
This is a paper by Professor John White in the viewpoint series published by the Institute of Education University of London. It aims to provide a critique of the multiple intelligence theory of Howard Gardner.
Handwriting policy and practice in English primary schools: An exploratory study
The aim of the study was to survey the handwriting policies and practice in English primary schools. Questionnaires, sent to a sample of 140 schools, were completed September-December 2000. The findings indicate that many teachers felt ill-prepared to teach handwriting.
Individual education plans Visual impairment
Individual education plans Visual impairment Please could you tell me where I could find more detailed research on IEP plans and how they help maximise learning? I have undertaken an investigation on a visually impaired year 9 pupil. the IEP Plan is great in theory but the pupil I am following does not accept the disability and wants independence so will not use any added help. I have noticed her peers are essential in her learning, more so than the plan itself. Please could you tell me whereÂ
Personalizing Learning
This book is a very useful and welcome addition to the current proliferation of literature on the theme of personalisation. It acknowledges the challenges represented by both the defining of, and ultimate embedding into practice of, personalisation.
