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Two different approaches to teaching within PE (1997)
This research compares the effectiveness of two approaches to teaching games in Physical Education: the Skills Approach and the Games for Understanding Approach.
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NSEAD ITT Trainers Pack and Programme: Professional Skills Values (Secondary)
A unit from the National Society for Education in Art and Design (NSEAD) ITE Subject Induction Pack and Programme on professional skills and values.
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(R&DA 2) Discussion skills: The relationship between college course and school practice
The TDA Research and Development Award examined learning to teach discussion. Investigating the practice of six primary trainees showed differences according to the subject specialisms examined (Geography and English)
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(R&DA 3) Pedagogy on ITT physical education courses to enable trainees to integrate different types
This TDA R&D award supported study of PE secondary trainees at three universities found that there was variation amongst both trainees and mentors in what they understood by 'subject knowledge'. The report concludes that concentrating on what knowledge trainees and mentors consider is needed will produce better PGCE courses.
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Reasoning as a scientist: ways of helping children to use language to learn science
This DfES TRIPS digest is of a project reported in 2004. The pupils were actively taught ways of using language and skills for team work and to apply these skills in learning science.
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(R&DA 16) Supporting Pupils' Learning: Developing the role and effectiveness of teacher support staf
A one year of a fully on-line degree programme for teaching and learning assistants in schools has effects on support staff’s roles and the quality of pupils' learning. Supported by a TDA Research and Development Award
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(R&DA 19) Poetry as sound across KS2 and KS3: Investigating Innovative English Pedagogy with ICT
A report of a TDA Research and Development Award funded research partnership that developed and investigated innovative English pedagogy. Teaching of listening, talking and poetry were examined using video and sound recordings from three schools. The progression from KS2 to KS3 was explored.
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(R&DA 23) The Training and Induction of Teaching Assistants Who Wish to Become Qualified Teachers
This small scale survey concludes from interviews of 34 participants that people with a history of previous school employment who subsequently train as teachers have distinct training and induction needs. Supported by a TDA Research and Development Award.
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(R&DA 33) An investigation into the effective school-based tutoring of Primary Modern Foreign Langua
This study examined some of the implications for ITT placements of introducing Modern Foreign Language teaching throughout KS2 in England. The researchers identified five issues critical in support for trainees in school. Supported by a TDA Research and Development Award.
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Introduction
To develop as an independent, confident learner you will need to learn the study skills involved in reading articles, taking notes and summarising the information that you have obtained from an article. The unit explores the use of the Web as a resource for keeping up to date, looking in particular at how to assess material available online.
Author(s): The Open University

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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

(R&DA 27) An Investigation into Whether and How Current PGCE Courses are Producing Confident Modern
This project investigated the provision of training for modern foreign language teaching in primary schools. This is of interest because of the aim to offer KS2 children MFL by 2010. Supported by a TDA Research and Development Award
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(R&DA 28) Knowledge domains and teacher effectiveness in mathematics
This project aimed to identify how trainee teachers use their mathematics subject knowledge to underpin their teaching, and examined the geometric and probability knowledge that trainees identify and use. Supported by a TDA Research and Development Award.
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(R&DA 30) The subject tutor’s role in supporting trainee teachers through lesson observation and f
This project, based in one institution, examined: levels of consistency between tutors; correspondence with an independent definition of good practice and satisfaction, and makes recommendations are made to further enhance this practice. Supported by TDA Research and Development Award.
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(R&DA 32) The Role of Human Rights-Focused NGOs in ITT Citizenship
This project examined the relationship between HEI providers of citizenship ITT and non governmental organisations (NGOs) with particular reference to the construction of curricula concerning human rights. Supported by a TDA Research and Development Award.
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1.5 How to take notes
To develop as an independent, confident learner you will need to learn the study skills involved in reading articles, taking notes and summarising the information that you have obtained from an article. The unit explores the use of the Web as a resource for keeping up to date, looking in particular at how to assess material available online.
Author(s): The Open University

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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

Futurelab Literature Review in Thinking Skills, Technology and Learning
This Futurelab Literature Review evaluates the literature related to thinking skills and the role of technology. Controversies, key questions, the value of ICT and implications for practice are considered.
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DfES Practical Support Pack: Learning and Teaching Using ICT
This is an online collection of lesson plans, extension activities, pupils’ work, video case studies, multimedia resources, support materials and skills guidance, web links, and practical advice written by subject experts, to demonstrate ways in which ICT can be used to enhance learning and teaching. There are separate areas devoted to Primary literacy and mathematics, and to 12 Secondary subjects. Within these, the materials to teach particular topics have been organised into modules, which
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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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Widening access to educational change through teaching children how to reason together
This is a DfES TRIPS digest of a small scale research project originally published in "Westminster Studies in Education", 2004. It summarises the aims and methods of the research and provides an outline of teaching strategies and the implications of the research in terms of developing language skills and promoting social inclusion.
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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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