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
Ensuring the Best Start in Life: Targeting versus Universality in Early Childhood Development
This is a research paper published by the Institute for Research on Public Policy – an independent Canadian national non-profit organisation. This report identifies the strategies for enhancing the development of vulnerable children in Canada and focusing on early intervention programmes. The report explores four policy issues influencing early childhood education centres in Canada. The report is supplemented by American findings of initiatives involved in providing early childhood care.
TDA Standards case study: Promoting awareness of the opportunities for out-of-school learning
A case study charting the experiences of trainees on a secondary PGCE programme in information and communications technology, including the ways in which the provider tailored provision to promote awareness of the opportunities for out-of-school learning.
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: Subject knowledge and application
A case study charting the experiences of a trainee on a primary undergraduate programme in RE, including the ways in which the provider tailored provision to enhance the trainee's subject knowledge.
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.
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
TDA Standards case study: Thinking & Learning across the Curriculum: addressing new pedagogical appr
A case study charting the experiences of a trainee on a primary PGCE programme, including the ways in which in the provider tailored provision to focus trainees on thinking and learning across the curriculum.
TDA Standards case study: Subject knowledge and application
A case study charting the experiences of trainees on a secondary PGCE programme in RE, including the ways in which the provider tailored provision to prepare trainees for their work in a wide range of settings where religious education is delivered.
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’.
TDA Standards Case Study: Group observation and discussion of model lessons in early training
A case study charting the experiences of trainees on a secondary PGCE programme in science, including the ways in which the provider tailored provision to provide opportunities for trainees to carry out group observation and discussion of model lessons in early training.
TDA Standards Case Study: Developing Trainees' Professional Attributes
A case study charting the experiences of trainees on a primary undergraduate programme in physical education, including the ways in which the provider tailored provision to develop trainees' professional attributes.
