The National Teacher Research Panel was set up about 15 years ago by CUREE supported by a group of national education agencies most of which no longer exist. It had three main goals:
- To ensure that all research in education takes account of the teacher perspective
- To ensure a higher profile for research and evidence informed practice in government, academic and practitioner communities
- To increase the number of teachers engaged in and with the full spectrum of research activity.
Over the several years of its existence, the Panel, supported by its expert advisers in CUREE, has helped and encouraged dozens of teachers and school leaders to do high quality but practical research. The Panel also helped them report their findings succinctly, in plain English and focused on relevance to other practitioners. This is one such example of that work.
For this TLA research summary we selected a research project that explores the effectiveness of different types of study support for pupils in secondary schools. Most of the students involved in the study were in Years 9 to 11 although some data were collected on pupils from Years 7 and 8. The TLA research team believes that the illustrative examples from the case studies provide evidence of good practice in study support that is also potentially transferable into mainstream classroom teaching and learning. The authors looked at over 50 schools, and their analysis led them to conclude that actually, certain types of study support were more effective in improving pupil performance than others. They also found that study support influenced pupil attitudes, attendance rates and self-esteem as well as attainment. The study examines a wide variety of study support arrangements in different school contexts and offers some helpful insights into the different types of organisation, management and teacher involvement in these out-of-school activities.
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