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The Impact of Research on Policy
This is a publication from the British Educational Research Association (BERA) compiled by scholars based in three universities working within the education research sector, with a particular focus on Early Childhood studies. It assesses the impact of significant and contemporary education research on government policy.
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TDA Standards case study: Phonics and Early Reading
A case study charting the experiences of trainees on a primary undergraduate programme, including the ways in which the provider tailored provision to support trainees' in the teaching of phonics.
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A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and
This is a systematic review of experimental research on the use of phonics instruction in the teaching of reading and spelling commissioned by the Department for Education and Skills. It is based on evidence from randomised control trials, only one of which was UK based. The children studied were mostly between five and seven years of age and all studies were concerned with the initial teaching of reading and in some cases, spelling.
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The Rose Report and Phonics: A Teacher Education Perspective
This is the report of a UCET seminar called to discuss the implications for ITE of Jim Rose’s Independent review of the teaching of reading. The UCET executive committee wished to provide the membership with the opportunity to discuss, in particular, the research base for the newly recommended emphasis on synthetic phonics. Two keynotes speakers, Professor Kathy Hall and Professor Morag Stuart, contributed to the seminar and were joined by Professor Rhona Stainthorpe, Professor Peter Bryant an
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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.
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The Death of Mixed Methods: Research Labels and their Casualties
This paper was presented at the British Educational Research Association conference in 2008. It examines the labels attached to particular research paradigms, and examines the historical development, construct and concept validity and potential tendency towards bias of ‘mixed method’ research.
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Excellence and Equity: Making England’s Schools System World Class
The resource is a four page research brief of an analysis developed by McKinsey and Company, who were commissioned by the DCSF to investigate the performance of England’s education system, along with that of high-performing systems overseas.
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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.
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Taking control: how teachers use research
This 2004 PRE-Online article draws on the findings of a National Foundation for Educational Research (NFER) report, to identify the barriers preventing teachers from using research to inform their practice, as well as to highlight some of the ways Local Authorities have helped to remove these. The project also examined the barriers to accessing, engaging with, carrying out and sharing research, as well as evincing why teachers should be interested in using it.
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2006 Childcare and Early Years Providers Surveys - Nursery Schools & Primary schools with nursery a
This review includes two research reports published by the Department for Children, Schools and Families (DCSF) based on surveys conducted by BMRB (British Market Research Bureau) during 2006. They are based on data collected on childcare and early years provision and its workforce.
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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.
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Leading Sustainable Schools
The research document produced for NCSL looks into sustainability in schools, how these schools are being lead in a successful sustainable manner and the barriers that can prevent success. This document attempts to consider the issue of leadership for sustainability within the context of the wide spread changes in the English education system including buildings and grounds, curriculum and assessment, the relationship between schools and their local communities, the merging of education and chi
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Influences and leverages on low levels of attainment: a review of literature and policy initiatives
This report from the Centre for Research on the Wider Benefits of Learning (WBL), based at the Institute of Education, London, is a review of a wide range of literature and policy initiatives considering the influences and leverages on low attainment in schools. In the context of this report a leverage is an initiative, intervention or strategy which seeks to tackle low attainment. It looks at the influence on progression and attainment in early and mid childhood, adolescence and early adulthoo
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Assessing Quality in Applied and Practice-based Educational Research
This ‘Framework for Discussion’ originated from an Economic and Social Research Council (ESRC) funded project whose remit was to examine in a critical and informed fashion the different definitions of and approaches to applied and practice-based research. The authors seek to clarify the concepts and models currently employed in order to enable a review of recent governmental and other initiatives which recognise the value of applied and practice based research. The primary motivation is to a
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Boys and Literacy: Exploring the Issues
The resource is a NFER PRE journal article, published in 2002, which discusses a piece of action research that took place in a South Wales primary school. Although the initial focus of the project was on boys’ literacy difficulties, the researcher, Trisha Maynard, and her team from the University of Wales worked with teachers to discover more about attainment in and attitudes to reading and writing of both boys and girls. As a result of this, significant changes were made to the teaching of li
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Aims as Policy in English Primary Education
This is one of 32 interim reports in The Cambridge Primary Review, an independent enquiry into the condition and the future of primary education. It belongs to the Research Survey strand of the Review, and is one of four related research surveys under the theme of Purposes and Values in primary education. This report presents the aims of English primary education as proposed historically in official documentation and by educationists. Thus both policy and philosophy are explored in the report.
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Harnessing Technology Review 2008: The role of technology and its impact on education
This report is an extensive review of recent research into the impact of ICT on Primary, Secondary and Further Education in England and Wales.
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ICT and attainment: A review of the research literature
The resource is a pdf document, available from Becta’s archives. It is the result of a DfES and Becta funded project to produce a summary of the literature available on ICT and attainment, nationally and internationally, both in primary and secondary schools. The resource was published in 2003. It is one of a pair, undertaken by the same team at King’s college, London and is number 17 in the DfES series of reports ‘ICT in Schools Research and Evaluation Series’.
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Neuroscience and Education: What can brain science contribute to teaching and learning?
This PRE-Online resource is an article based on a review of the literature on brain-based learning research undertaken by the Scottish Centre for Research in Education (SCRE) at the University of Glasgow. It was commissioned by the Education Department of the Scottish Executive in 2004, and published in 2005. It gives a brief overview of the different disciplines involved in what Prof. Susan Greenfield has called ‘the new science of learning’ and discusses how they inter-relate. The article
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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
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