Evaluation of the Young Apprenticeships programme
This report, published by Ofsted, evaluates the effectiveness of the Young Apprenticeships programme from its introduction in September 2004 to 2006/07. The programme was launched by the then Department for Education and Skills (DfES) in September 2004, in order to allow school-based students of average or above average ability at Key Stage 4 to study for nationally recognised vocational qualifications two days per week, delivered by their local Young Apprenticeships partnership.
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.
This unit focuses on higher level skills. Skills development is complementary to other learning – it cannot be done in isolation. The higher level skills in this material aim to raise your awareness of the processes of learning and development – other subject-based material must supply the context and motivation for this. Key skills underpin the ability to carry out successfully, and improve on, a wide range of tasks in higher education, employment and wherever there is a continuation of le
citizED: Citizenship and curriculum opportunities
The updated Citizenship programme of study (2008) encourages teachers to maximise curricula opportunities when they are teaching Citizenship Education. This table summarises these opportunities and suggests resources currently available and free to download on citizED which would help achieve this aim.
Engaging parents in their children’s learning
This document reports the findings of a small-scale research study commissioned by the General Teaching Council (GTC) about parental experiences and views in relation to involvement and engagement with their children’s learning.
Group Work: Transition into Secondary
This report, commissioned by the Scottish Government and completed in 2007, presents the findings of a study consisting of two projects concerning primary to secondary transitions and the use of group work in science activities. It builds on an earlier project of 2004 (ScotSPRing), which found that "significant gains in science attainment and social connectedness between pupils were promoted by using collaborative learning techniques to teach science" (p1). This follow-up project aimed to esta
Comparison of Literacy Progress of Young Children in London Schools. A Reading Recovery Follow up St
This evaluation report follows up a Reading Recovery (RR) intervention programme that had initially been carried out on children aged around 6 years in 42 London schools. In the initial study (2005-6), these children, then in year 1, were all reading at a level below age 5. This report makes comparisons between the original study and the follow up assessment that took place at the end of Key Stage 1 (July 2007) when the children were 7+ years old. This follow up study was designed to assess the
Grammars pressed over poor pupils
As reported on the BBC, a recently published study for the Sutton Trust into the "Evidence on the effects of selective educational systems" suggests that grammar schools are only enrolling half as many able pupils from disadvantaged backgrounds than is possible. The researchers also found, however, that 54 of the 100 most socially selective schools are faith schools, compared to 17 state grammars
EPPE: Influences on Children's Attainment and Progress in Key Stage 2: Cognitive Outcomes in Year 6
This is one of a series of documents reporting findings of a research project entitled ‘Effective Pre-school and Primary Education 3-11’ (EPPE 3-11) commissioned by the Department for Children, Schools and Families (DCSF). This longitudinal study tracked a cohort of 2701 children from 950 primary schools from age 3 to the end of primary school (age 11 years) in order to investigate what kinds of early childhood provision are most effective in promoting children’s development during pre-sch
Optimising Challenge to Young Children: Action Research in a Nursery School
This resource is from NFER's Topic (now PRE) online journal. The focus of the resource explores the use of action research to improve the learning for young children in a West Sussex nursery school. The study reported on had its origins in the results of an Ofsted visit to the school. The resource outlines the procedures undertaken by the school to collect and analyse data, in order to continue the success experienced at the school, to engage children in scaffolding their own learning, and to pl
TDA Standards case study: Training to take account of individual training needs
A case study charting the experiences of trainees on a secondary PGCE programme in modern foreign languages, including the ways in which the provider tailored provision to take account of the trainee’s individual training needs.
TDA Standards case study: PMFL Pathway for Undergraduate Trainees
A case study charting the experiences of trainees on a primary undergraduate programme, including the ways in which the provider tailored provision to prepare trainees to deliver a modern foreign language.
TDA Standards case study: Exemplifying QTS standard Q17
A case study charting the experiences of a trainee on a secondary PGCE programme in geography, including the ways in which the provider tailored provision to develop the trainee’s understanding of the use of ICT to support teaching and learning.
TDA Standards case study: Supporting Trainee Teachers through Partnership Clusters
A case study charting the experiences of a trainee on a secondary PGCE programme, including the ways in which the provider tailored provision to support trainees through partnership clusters.
TDA Standards case study: Identifying and supporting individual training needs in primary mathematic
A case study charting the experiences of a trainee on a primary PGCE programme, including the ways in which the provider tailored provision to identify and support individual training needs in primary mathematical subject knowledge.
TDA Standards case study: Professional development aspects of the Standards for the award of QTS
A case study charting the experiences of trainees on a secondary PGCE programme, including the ways in which the provider tailored provision to support trainees’ professional development.
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.
International Trends in Primary Education: INCA Thematic Study No. 9
The International Review of Curriculum and Assessment Frameworks (INCA) is an on-going compilation of information about education structure and policy in 18 countries worldwide. Thematic Study No 9, published in 2003, examines the extent and nature of reforms in primary education within these countries over the previous 20 years. Given the range of countries involved in the study, the report provides useful information about international trends in educational policy and comparative information
Children’s Well-being in Primary School: Pupil and School Effects
Morrison Gutman and Feinstein published this report with data from their longitudinal study in 2008. It was produced within the context of children’s well-being and the UNICEF report card in 2007. The Morrison Gutman and Feinstein study investigated the pupil and school effects on children’s well-being for eight to ten year old children. The resource includes a succinct background to the study, outlines the research methodology employed and describes the findings with implications for school
Citizenship Education Longitudinal Study (CELS) - Sixth Annual Report
This is the sixth annual report from the national Citizenship Education Longitudinal Study (CELS), conducted by the National Foundation for Educational Research. The eight year CELS aims to identify, measure and assess the short-term and long-term effects of citizenship education in schools on students over time. The focus of this, the most recent annual report, is upon ‘Young People’s Civic Participation In and Beyond School: Attitudes, Intentions and Influences’.