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Poorer pupils significantly underrepresented at top state schools
Pupils from less well-off backgrounds are significantly underrepresented at the country's top 200 state secondary schools (6% of schools) according to a study by the Sutton Trust based on data provided by the National Foundation for Educational Research, published today (Monday October 10th, 2005).
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Writing in English as an Additional Language at Key Stage 2
This is a study undertaken to identify which features of written English primary aged learners of English as an additional language (EAL) may find more difficult to use well. It adds to previous evidence gathered about EAL writing at Key Stage 4 (KS4) in a project by the same author (Cameron 2003). The publication of this research was followed by a survey of the teaching of writing to advanced bilingual learners undertaken by the Office for Standards in Education (OFSTED, 2005).
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Specialist schools : Rather Too Specialist?
The specialist schools policy is based on "suspect" evidence according to a study undertaken at the London University Institue of Education and funded by Research and Information on State Education Trust (Rise).
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KS3 Modern Foreign Languages - Why Learn a Language?
This Teachers TV programme explores one way of motivating pupils to choose to study MFL at Key Stage 4. Within the programme, a team from Aston University’s Languages for Life project is filmed leading a workshop with a Year 9 class.
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Inside the literacy hour
This is a research digest on the GTC Research for Teachers (formerly Research of the Month) site which examines two reports from a study about implementing the literacy hour which was undertaken across the period 2000-3 in small rural schools in the West Country. The first data-set draws on interviews, observations and analysis of the planning documents of 20 teachers, the follow-up study focused on 12 of these professionals. In addition, pupil reading and writing data was collected.
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The Identity and Learning Programme (ILP)
The Identity and Learning Programme (ILP) is a continuation of a twelve year study of the social influences on learning on two cohorts of children as they progressed through compulsory schooling in a city in southern England.
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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.
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The effects of co-operative learning on junior high school students during small group learning
This is a DfES (TRIPS) digest of an article about an Australian study of fourteen year old students working in groups on problem-solving activities in mathematics. Students worked in either structured groups where they were taught how to communicate and co-operate or unstructured groups without such instruction. It suggests that the benefits of teaching such skills apply to both learning and the development of social skills.
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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.
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Factors Affecting Teachers' Decisions to Leave the Profession
This report is based on a study commissioned by the DfES in November 2001, carried out by the Centre for Education and Employment at Liverpool University.
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Interplay: Play, learning and ICT in pre-school education
This resource is a website relating to a project that is part of the Teaching and Learning Research Programme (TLRP). It is a major Government Funded research programme incorporating a number of different research projects. This particular project is part of Phase II of the larger ‘InterActive Education: Teaching and Learning in the Information Age’ project. The focus of this study is to look at the educational values of the encounters of very young children with ICT. The project has been ru
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Secondary School mathematics
This is a substantial review aimed at introducing readers to a report by a respected researcher of the findings from a large, longitudinal case study of two secondary mathematics departments.
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Models of research impact: a cross-sector review of literature and practice
This national study forms part of the series, Building Effective Research, edited by Andrew Murray and published by the Learning and Skills Research Centre (LSRC). This was commissioned as part of its strategy to enhance the impact of research within the post-16 (or learning and skills) sector, and was conducted by the LSRC plus a consortium of three universities: Leeds Metropolitan, St Andrew’s and Queen Mary’s, London.
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1.1.2 Key Resources
This unit will help you to identify and use information in Science and Nature, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of organis
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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

How do young people make choices at 14 and 16?
This DfES commissioned study by the NFER explores how young people make decisions about their personalised pathways, and the ways in which structural contexts and individual attributes interact before and during the process. The research consisted of in-depth interviews with 165 young people in Years 9 and 11 (and most of these again in Years 10 and 12) across fourteen schools between February 2005 and February 2006.
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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.
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Starting ages Sweden
Starting ages Sweden Can you help? I want to compare the pros and cons of starting ages for children with a comparative study looking at Sweden. I am finding research figures quite difficult to find.
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Play Primary
Play Primary I am about to carry out a literature review on the benefits of play and more specifically why play is not as widely used in key stage 1 and 2. I have found plenty of research on applying play but less on why. I was wondering if you could help me broaden and specify my study. Thank you.
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Autism Primary
Autism Primary I am researching the provisions made for children with autism within the primary school as my independent study, and am finding it hard to get any useful information that is not a website. Journals and government documents would be ideal. there is not specific subject and the key stage is from one to key stage two.
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Science Children's attitudes
Science Children's attitudes I am starting a research study on children's attitudes towards science at primary school. I will be looking for information on Key Stages 1 and 2. Does gender, age, parents, types of science being learnt have an affect on their attitudes? Your help on finding some websites or journal articles would be much appreciated. Thank you.
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