Latest and emerging evidence on pedagogical approaches to tackling gender-related underperformance
This research seminar, which took place at the DCSF on 8 April, forms part of the Department's 2008 themed series of events on tackling the 'gender agenda': “an 18 month themed series of activities working with schools, universities and local authorities and others to identify, develop, and share evidence and good practice in improving the educational outcomes and life chances for specific groups of underperforming boys and girls”.
Primary Languages in Initial Teacher Training
Published by Ofsted in January 2008, this report into Primary Languages in Initial Teacher Training seeks to extrapolate the key points of a a survey of ITT providers conducted by Ofsted during the academic year 2006/7. This report identifies good practice as well as areas of concern for training providers, school partners and trainees. Of the 30 established providers of Primary Languages, 10 were visited twice during the academic year 2006/7 whilst a further 19 took part in a telephone survey.
ITE English: Identifying digital video clips of good pedagogic practice
Materials from the Subject Resource Network for English on identifying digital video clips of good pedagogic practice.
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
Identifying good practice: a survey of post-16 science in colleges and schools
This report (published by Ofsted in January 2008) highlights observed good practice and makes recommendations for future improvements in these establishments. Colleges and schools (18 in total) who had been judged to be good or outstanding in their post-16 science provision in their previous Ofsted inspections were revisited by inspectors between October 2006 and April 2007.
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.
White boys from low-income backgrounds: good practice in schools
This "report on a small survey of good practice" was undertaken by Ofsted in 20 schools across England, which were "identified from inspection evidence and discussion with local authorities" to be schools "where white British boys from low-income backgrounds performed better in public tests and examinations than their counterparts in other schools". These schools were mainly in areas with high levels of deprivation, although a few of them had a minority of boys from low-income families on roll,
Teachers TV: Coaching and Mentoring Week
A week of programmes on Teachers TV examining the benefits of good practice in coaching and for the entire schools workforce, including the pupils.
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.
UCET 2008 Annual Conference
A report on the UCET annual conference 2008, 'Changing policy, changing practice in teacher education', which was held in Birmingham on the 7th and 8th of November.
Curee/TLRP Research Tasters
This part of the CUREE website hosts a number of ‘research tasters’, which are short articles encouraging practitioners to engage in evidence-based enquiry in their own educational setting through collecting evidence available to them and using it to reflect upon, inform and enhance their own practice. Here, a variety of materials have been produced by TLRP in collaboration with CUREE, in order for the findings of the TLRP and other relevant research to be disseminated to those with an inter
Reframing Literacy: A United Kingdom Literacy Association (UKLA) conference about moving image medi
The UKLA conference was held at the British Film Institute (BFI) on 13th and 14th November 2008 and attended by teachers, teacher educators and representatives from the local authority and the film industry. The conference proposed that ‘media literacy’ be recognised and taught within the wider context of literacy rather than as a separate subject and offered three perspectives: • Leading learning in moving image media education – aimed at local authority literacy advisors • Developi
14 – 19 Diploma Initial Teacher Training: Strand 2 regional network meetings
Regional network meetings were held in London, Birmingham and Leeds on 27th, 29th and 30th April 2009 for ITT sector colleagues involved in the planning and delivery of Strand 2 Diploma experience for trainees. The Strand 2 programme enables some initial teacher trainees to obtain two weeks’ experience of Diploma teaching and learning which is additional to the route to Qualified Teacher Status which the trainee is undertaking. The meetings - which were attended by provider, school and Local A
The impact of a thinking skills approach (CAME) on students’ mathematical ability
This is a research digest from the DCSF Research Informed Practice Site (TRIPS). The article is a précis of the paper entitled ‘Fostering cognitive development through the context of mathematics: Results of the CAME project’ published in Educational Studies in Mathematics (2007). It reports the findings of an intervention project, Cognitive Acceleration in Mathematics (CAME), initiated in 1993. The aim of the project was to investigate whether the CAME approach would accelerate the cognitiv
Teachers TV: The Future of Education week
Teachers TV has a week of programmes, 2 – 8 February, exploring potential future developments in teaching and learning, as well as innovative practice that is already happening in schools.
Enhancing the communication learning environment of an early years unit
This research paper, presented at BERA 2001, reports on an action research project in which a group of teachers, nursery nurses and teaching assistants worked with an Open University consultant, Melanie Nind, to improve the language and communication provision in an early years unit. The project took an inclusive approach, rather than starting with a deficit model, through which the learning environment was enriched for all children. The development and evaluation of changes was guided by the co
Teachers TV Primary Cross Curriculum Week
Teachers TV has two weeks showing good practice in cross curriculum teaching. This week (w/c 27 April) focuses on primary.
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?
Assessment for Learning: 10 principles
This leaflet/poster, produced by the Assessment Reform Group (ARG) in 2002, summarises the key features which have resulted from extensive research into Assessment for Learning (AfL). It outlines ten principles towards changing assessment practice in the classroom, whilst at the same time maintaining the quality of learning experiences.
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.