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What is known about successful models of formative assessment for trainee teachers during school exp
A systematic review using the EPPI protocol of research evidence on formative assessment of trainee teachers
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Research in practice: supporting evidence-informed practice with children and families
This is a large website focusing on evidence-informed practice with children and families.
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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 6) Evaluating the Use of Multiple Placements of Teacher Trainees in University Practice Depart
This TDA Research & Development Award evaluated the use of multiple placements in ITT, where a group of students work in the same school subject department. Maths trainees were the original focus and this was extended to PE during the project.
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Factors Influencing the Transfer of Good Practice
Researchers from the University of Sussex and Demos present their findings on how teachers involved in innovative practice may learn from each other. These are based upon qualitative research including a review of research literature, telephone interviews, school visits and in-depth case studies. 120 practitioners were included in the study from a range of schools in England that have tried to transfer good practice within current government programmes.
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(R&DA 18) Connecting Key Stage 2 and Key 3 Foreign Language Provision: Developing Understanding for
This research captures qualitative data about perceptions of current practice in Primary Modern Foreign Language (PMFL). The national policy context is that, by 2010, all primary school children in England should have an entitlement to learn a foreign language. The main issue is how to sustain current PMFL initiatives and ensure that more primary schools are enabled to offer a foreign language.
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The Research Informed Practice Site (TRIPS)
The Research Informed Practice Site (TRIPS) provides digests of recent educational research that are intended for practitioners. These are organised by themes and key questions to facilitate access. The site includes a glossary of educational terms.
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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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citizED Secondary Strand: Encouraging Active Citizenship in PGCE Practice
An article from the Citizenship Initial Teacher Training Professional Resource Network (citizED) on encouraging Active Citizenship in PGCE Practice.
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citizED Secondary Strand: Community Involvement and Communitarian Theory
An article from the Citizenship Initial Teacher Training Professional Resource Network (citizED) on Community Involvement and Communitarian Theory.
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citizED Cross-Curricular Strand: Citizenship through History – What is good practice?
An article from the Citizenship Initial Teacher Training Professional Resource Network (citizED) on Citizenship through History.
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How do teachers use research findings to improve their professional practice?
This DfES TRIPS resource is a brief seven-page digest of an article first published under the title, "The use of research to improve professional practice: a systematic review of the literature". The resource is of interest to any ITE tutor or mentor who wishes to reflect upon the relevance of research to practice, comprising details apposite to any consideration of what some ITE students perceive as a divide between theory and practice. The resource is significant because it asks students to th
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Towards Evidence-Based Practice in Science Education: (2000-03)
This ESRC-funded Teaching and Learning Research Programme (TLRP) project consists of research briefings and a research summary to report the work done by the Evidence-Based Practice in Science Education (EPSE) Research Network.
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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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Teaching and Learning Primary Numeracy: Policy, Practice and Effectiveness
This resource is a review of research in mathematics education following a national seminar held by the British Educational Research Association (BERA) in 2000. It aims to identify and to provide brief reviews of research which has significant implications for educational policy and practice.
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Inclusive Practice in English Secondary Schools: lessons learned
A review and commentary of the journal article: Florian, L. and Rouse, M. (2001) ‘Inclusive Practice in English Secondary Schools: lessons learned’ in Cambridge Journal of Education,vol.31, No.3. 2001, pp. 399-412.
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Should we be using learning styles? What research has to say to practice
Learning style instruments are widely used, particularly in Further Education, but are they reliable and valid? Do they have an impact on pedagogy? This research review from the Learning and Skills Reasearch Centre examines 13 models of learning style and concludes that it matters fundamentally which model is chosen. Positive recommendations are made for students, teachers and trainers, managers, researchers and inspectors.
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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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The Effectiveness of Problem Based Learning in Promoting Evidence Based Practice (2000-03)
One of a series of research briefings available from the Teaching and Learning Research Programme (TLRP) website, this briefing provides a summary of research investigating the effectiveness of Problem Based Learning (PBL). A pilot systematic review and meta-analysis of research was undertaken to evaluate the effectiveness of PBL. The research was carried out by a team of academics, project managed by Dr Mark Newman, from the Social Science Research Unit at the Institute of Education.
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Language learning strategies across the curriculum: government policy and school practice
This is a paper presented at the British Educational Research Association Annual Conference 2006. Forming part of a project funded by the Society for Educational Studies, it explores the impact of strategy instruction (SI) directed towards the transferability of learning strategies across English and French.
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