The best teaching and learning today builds upon knowledge and understanding of how children learn from research over time including the work of educational theorists.   Reading current educational research reports and publications about teaching and learning quickly leads to references about Vygotsky and the so-called 'zone of proximal development'. Reference to this idea can be found in research studies dealing with subjects from mathematics to PE, and from pre-school settings to key stage 3 classrooms.

There is a vast array of new technologies currently available, such as the internet, internet-look-alike CD and DVD materials, digital imaging and video. Could we use them to bring about similarly innovative and effective changes in the way we approach teaching and learning? How might we make the experience of ICT in school as alluring to pupils as their use of ICT at home? And what difference would it make? This TLA research summarises a project that set out to explore these issues.

For this TLA research summary we looked at a study about the effect of transfer from primary to secondary or middle schools on pupils' attitudes, progress and attainment. This is an area of great concern to teachers. Many studies have investigated this issue. The particular strength of this study is the longitudinal nature of the evidence base. Whilst all practitioners see every day evidence of the length of time it takes for educational change to happen we rarely have the opportunity to look at research that tracks effects over a long period. This study offers such an opportunity.

Knowing what makes continuing professional development (CPD) effective is important both to teachers planning their own professional development and to schools which want to build self-sustaining professional development and learning skills and aptitudes whilst getting value for money/resources invested.   The findings of three systematic reviews of CPD have already pointed to the important role played by 'experts' or specialists, although this was not their main focus.

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.

For this TLA research summary we looked at a systematic review of studies into whether and how collaborative continuing professional development (CPD) affects both teaching and learning. Collaborative CPD was initially defined as teachers working with at least one other related professional on more than a one-off basis. In fact, in all studies teachers collaborated with an external specialist and, in all but two, with colleague teachers for a period of at least twelve weeks.

The number of teaching assistants (TAs) in schools has increased dramatically in recent years. At the same time there has been a large increase in the number of pupils with special educational needs (SEN) in mainstream schools, and increased numbers of pupils identified as in need of support by school staff.   In 2003 Peter Blatchford and his research team explored the way TAs were deployed at that time and the impact they had on teaching and learning.

Around a hundred years ago, Maria Montessori (1870-1952) devised a method of educating children that was radically different to the traditional method of her time. Her approach continues to inspire many teachers today.   Montessori based her theory and classroom practices on observations and trial and error in her own classrooms.  But is there a more scientific evidence base to support her methods?   This TLA research summary explores the findings of a book that set out to examine recent psychological research in support of Montessori's methods.

This TLA research summarises the final report from the primary phase of the Effective Pre-school and Primary Education project (EPPE 3-11)*, Europe's largest longitudinal investigation into the effects of pre-school and primary education on pupils' development. The researchers followed more than 2,800 children from the start of pre-school (around the age of 3) along with a further 300+ children with no pre-school experience, until the end of Key Stage 2 (age 11 years) by which time 2,600 children were still in the study.

Should they be taught using the letter sounds (phonics), by learning whole words, or by both? If they are taught using phonics what is the most effective way to do so?   To help teachers find their way around the issue of phonics teaching this TLA research summary aims to highlight key features of phonics approaches in the context of literacy learning in England. We use the Rose report as the basis for the summary. This report was undertaken in the context of existing early literacy practices, including phonics, within the National Literacy Strategy in schools in England.