Longitudinal Aging Study Amsterdam
The Longitudinal Aging Study Amsterdam (LASA) at the VU University and VU University Medical Centre was initiated by the Ministry of Health, Welfare and Sports in The Netherlands in 1991 to determine predictors and consequences of ageing. Every three years, the participants are re-examined and the last observation cycle took place in 2008-2009. There is an extensive bibliography of data-related publications and the website provides information on research themes and variables, as well as on data
citizED Post-16 Strand: Citizenship and Careers Education. Case Study : Citizenship and the Real Gam
An article from the Citizenship Initial Teacher Training Professional Resource Network (citizED) on the links between Citizenship and Careers education.
Key Stage 3 Mathematics study modules DVD
A DVD with six video excerpts that are designed to be used alongside the relevant modules of the Key Stage 3 National Strategy Mathematics study modules.
National Strategy - Literacy across the curriculum - for school-based use or self-study
These subject-specific documents, comprising the "Literacy in..." in series, exemplify how aspects of the Literacy across the curriculum training file relate to individual subjects.
SPEEL: Study of Pedagogical Effectiveness in Early Years Learning
This is a DfES research report produced by the School of Education Research and Development at Anglia Polytechnic University. It is based upon ethnographic research carried out in 2000-2001 in twenty-one Early Years (EY) settings in England, where the Foundation Stage (FS) curriculum was being followed.
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.
Study support Attainment
Study support Attainment I am currently looking into whether or not school clubs/study support raise attainment in schools. I have searched the TTRB site, but have found nothing relating to this topic. I have found a couple of articles on the TES, Guardian and BBC websties, but no references to formal journal articles, books or documents, which would back up my thinking. I am looking specifically at KS3 and KS4. I will be focusing on sport and the performing arts.
Citizenship Education Longitudinal Study: Second Cross-Sectional Survey 2004 - Listening to Young Pe
This is a research report highlighting key findings from the 3rd Annual Report of the Citizenship Education Longitudinal Study, conducted by NfER for DfES.
A study of the transition from the Foundation Stage to Key Stage 1
The focus of the report is the change that occurs when children move from the Foundation Stage to Key Stage 1. This resource is presented by the National Foundation for Education Research (NFER) and is relevant for early years’ teachers, teacher education students, tutors and families.
Assessment for Learning (AfL) across the school: a case study in whole school capacity building
This is a paper presented at the British Educational Research Association Conference, University of Warwick, 6-9 September 2006. The report lies within the wider context of a changing agenda in Jersey, in which traditional summative assessments and teacher assessments have been replaced by ‘ever more formative practices’ across schools. This paper analyses data drawn from one primary school.
Parental involvement in the development of children's reading skill: a five-year longitudinal study
This is a research digest from the DfES Research Informed Practice Site (TRIPS). The research took place in Canada and involved 168 children and their parents. It followed the children’s progress in reading from the age of four until age nine years and examined both their home literacy experiences and their performance in reading as measured by standard school tests.
Quantitative research: a scoping study for the Learning and Skills Research Centre (Building effecti
This publication has been written in order to address the perceived need to encourage increased use of numerical data and statistical methods by people concerned with planning and designing research in post-16 education and training.
Problem-solving in school chemistry: an exploratory study
This NFER PRE article presents the background, the findings and the classroom implications of a study on how small groups of secondary pupils solve open chemistry problems. The authors show the importance of understanding concepts in order to be able to solve open problems. They also suggest that pupil working memory capacity is significant and that teachers need to make links between key concepts for pupils. Solving open problems in groups is welcomed by pupils and increases pupil confidence. L
ITE English: Language Study Post-16
Materials from the Subject Resource Network for English on Language Study at Post-16 level.
Making a Difference in Schools; The Big Brothers Big Sisters Schools Based Mentoring Impact Study
A comprehensive research study on the impact of a School Based Mentoring (SBM) scheme in the United States. The efficacy of this ten year old scheme is compared and contrasted with existing Community Based Mentoring (CBM) schemes (based in clubs and community centres around the US) which have been in operation for the past century. Both schemes operate under the auspices of the US nation-wide and voluntary, ‘Big Brothers Big Sisters’ (BBBS) organisation.
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.
ITT MFL: Optionality: the consequences for Modern Languages study in key stage 4
This interactive seminar is offered in the light of the significant findings of the Language Trends (2006) survey carried out by CILT in partnership with ALL and ISMLA. The research investigated provision and take-up of Modern Languages at key stage 4 in schools in England.
Sure Start Children’s Centres: Building Brighter Futures
This is a resource published by the Department for Children, Schools and Families explaining the role and purpose of Sure Start Children’s Centres. It summarises what the Sure Start Centres do, how they do it and explains how they are intended to close the achievement gap between the most disadvantaged children in England and the rest.
The impact of Sure Start Local Programmes on Three Year Olds and Their Families
This resource is a detailed report with extensive appendices describing the research conducted as part of the national evaluation of Sure Start and analysing the findings from this work.
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
