How does age relate to pupils’ perceptions of themselves as readers?
This is a short paper which draws on the results of a larger study, focussing on the differences between secondary and primary school children’s perceptions of themselves as readers, drawing on evidence collected from over 1,600 children. The children were all from 29 schools which were part of the Reading Connects project - a DCSF funded initiative delivered by the National Literacy Trust – which provides support for schools to develop reading communities.
The development of pupils' reading comprehension skills during the first six school years
This paper is a summary of the author’s research into children’s development of comprehension skills across the first six years of their schooling in Finland. It begins with a very helpful overview of research which considers the nature of comprehension and presents some of the findings of this longitudinal study of primary school children from a baseline assessment conducted when they began first grade, aged 6 or 7 years and tested at different times during the next five years.
Audit of Dance Provision in English Schools 2006/07: Final report
The Audit of Dance Provision in English schools is the first ever report of this kind. The main focus of the study is to identify the characteristics of the delivery of dance provision in English schools. This focus relates to the inclusion of time devoted to the teaching of dance education in the curriculum and as an out of school activity. This baseline data identified the dance styles and genres offered in schools, the qualifications of those employed to teach this subject in an educational s
TDA Standards case study: Trainee-led Citizenship Workshops
A case study charting the experiences of trainees on a secondary PGCE programme, including the ways in which the provider tailored provision to develop trainees’ awareness of opportunities to teach citizenship through their subjects.
TDA Standards case study: Experience of a female Muslim trainee training to teach Physical Education
A case study charting the experiences of a Muslim trainee on a secondary PGCE programme in physical education, including the ways in which the provider tailored provision to take account of the trainee’s individual training needs.
TDA Standards case study: Out of school learning
A case study charting the experiences of trainees on a primary PGCE programme, including the ways in which the provider tailored provision to give trainees the opportunity to explore how out-of-school contexts could enhance their understanding of education in wider and more diverse settings.
TDA Standards Case Study: Use of Non-School Settings
A case study charting the experiences of a trainee on a primary (early years) undergraduate programme, including the ways in which the provider tailored provision to support the trainee in developing understanding of the complexities of leading and managing change.
TDA Standards case study: Planning for Creativity in the Curriculum of Initial Teacher Education Pro
A case study charting the experiences of trainees on initial teacher training programmes, including the ways in which the provider tailored provision to support trainees in developing creative lesson planning skills.
TDA Standards case study: School based Professional Work: Teaching and Learning
A case study charting the experiences of English specialist trainees on a primary undergraduate programme, including the ways in which the provider tailored provision to help trainees explore how literacy experiences can be developed by using multimodal texts.
Raising the game: primary schools mentors’ changing expectations of student teachers’ progressio
This paper is concerned with primary school mentors’ shifting expectations and conceptions of their ITE students’ subject knowledge, specifically in English. Evidence was collated from both a preliminary study (2000-2003) of primary school mentors’ perceptions of their ITE students’ English subject knowledge and a longitudinal study (2000-2007) of written comments from primary school mentors on their student teachers’ lessons. In addition, supplementary analysis of mentors’ written c
Language Learning at Key Stage 2: A longitudinal study
These are the interim findings from the first year of a three year longitudinal study of the impact of the introduction of KS2 language teaching and learning in selected schools. It is set out under the headings of Introduction, Key findings, Methodology (outlining the three strands of the aims) and the Summary of the main findings.
Teach For America Teachers’ Careers: Whether, When, and Why They Leave Low-Income Schools and the
This is a research report investigating reasons behind Teach for America (TfA) teachers’ careers choices, presented at the 2008 American Education Research Association annual conference in New York. The paper presents the results of a large-scale study using discrete time survival analysis to explore turnover in a sample of 2029 TfA teachers. Drawing on the responses of TfA teachers to an on-line questionnaire, a retrospective, teacher-period data set was produced which has permitted an examin
Practices and Interactions in the Primary Classroom
This PRE-Online article is from two research reports from 1996 and 1998 into the classroom experiences of primary school teachers and pupils by the Scottish Council for Research in Education (SCRE), part of the University of Glasgow’s Education Faculty. The first study was conducted in twelve Scottish primary schools, with a subsequent extension of the study to four primary schools that organised pupil groupings by ‘setting’. The report summarises findings from detailed classroom observati
Creating Effective Teaching and Learning Environments: First Results from TALIS
This report presents the first findings of an international, collaborative programme of TALIS (Teaching and Learning International Survey) reviews of education systems within OECD (Organisation for Economic Co-operation and Development) countries. Its focus is on the provision of lower secondary education in both the public and private spheres across the 23 participating countries. The initial remit embraces an investigation of the professional development of teachers, their practices, beliefs a
Drivers and Barriers to Educational Success: Evidence from the Longitudinal Study of Young People in
The resource is a DSCF commissioned report by the Institute of Fiscal Studies based on data from the Longitudinal Study of Young People in England (LSYPE). The study considers the impact of the socio-economic background of young people on their educational attainment and post-16 choices. It provides a detailed assessment of the gaps which exist, the factors which link socio-economic background and educational attainment, and the resulting policy implications.
BELMAS (British Educational Leadership, Management & Administration Society)
BELMAS seeks to advance the practice, teaching and study of educational management, administration and leadership in the United Kingdom, and to contribute to international development in these areas.
Evaluation of the Training and Development Agency for Schools’ funding for ICT in ITT Projects
The key component of this resource is a 60 page report outlining the impact on Initial Teacher Training (ITT) of targeted funding to support developments in Information and Communication Technology (ICT). In addition, an executive summary is available separately, and there is also a short video overview, six video case studies with notes, a video summary of the case studies and two further documents for ITT providers aimed at supporting their planning and evaluation of TDA-funded projects. The r
The influence of context on attainment in primary school: interactions between children, family and
This resource is one of a series of research reports published by the Centre for Research on the Wider Benefits of Learning, Institute of Education, London. The report explores the influence of social and personal development which takes place in home and school environments, and how it may help influence children’s achievement. The report considers the relative importance of four different contexts, or ‘spheres of influence’ on pupil achievement in England at Key Stage 2 (age 10/11). The
Do teachers matter? Measuring the variation in teacher effectiveness in England
The resource, a Centre for Market and Public Organisation (CMPO) working paper, uses a primary dataset that links over 7000 UK pupils to the individual teachers who taught them for their compulsory subjects in their exams at age sixteen. The study then attempts to estimate the effect of individual teachers on student outcomes and so the variability in teacher quality.
Aspirations: The views of foster children and their carers
This resource is a full research report detailing the findings of the first stage of an ongoing study of a cohort of children and their foster carers working with the charity TACT (The Adolescent and Children's Trust) in 2007. The core services of TACT are fostering and adoption, although they also offer a range of services to empower and support young people and their families. This is intended to be an initial report for a longitudinal study of the 2007 cohort of children and foster carers to