Aim: To find ways to bring together the two worlds that a child inhabits, home and school, so that both can support the childs learning.

Aim: This study set out to explore the views of students who had successfully used handheld computers for studying artwork in a museum environment on the i-guide Gallery Project. The intention was to identify what it was that had helped enhance their motivation and improve their skills in analysing works of art. The project considered the wider implications of using new technology and is of relevance to other subject areas in a variety of educational contexts.

Aim: To develop pupils group work and thinking skills so they participate more fully and take responsibility for their own learning during collaborative group tasks.

Aim: The aim of the investigation was to explore with some of our Exceptionally Able (EA) students specific aspects of learning which helped them to learn best and to assess what could be improved. We asked a group of EA students to fill in learning logs in order to find out what motivates EA students to learn, how can schools help such students plan their own learning and encourage independence and what is the impact on teachers' practice when confronted with the student voice in the form of learning logs.

Aim: This summary is written collaboratively by a team of four. Because of this it is different and is intended to be so. We hope it encourages you to explore our work further. The objectives of this summary are to find out how a researcher and four teachers of Education for Sustainable Development from primary, secondary and outdoor education engaged with an academic review of research and to highlight the issues the teachers chose to research in their schools; how they did it and what they discovered.

Aim: Our aim was to follow up six secondary schools that had been involved in the North East School Based Research Consortium (NESBRC), a collaborative partnership funded by the Teacher Training Agency/CfBT, which focused on generating evidence about teaching and learning and the impact on pupils achievements. The original partnership intended to develop approaches that were effective and could be embedded into the culture of the school after the NESBRC funding finished. We wanted to see what the schools were doing three years later.

Aim: To improve childrens confidence and develop a can-do culture through the school, to develop a visual and kinaesthetic (VAK) approach to teaching and learning and to motivate pupils and teachers through a different approach to learning.

Aim: The project aimed to research pupils experiences of A level teaching in Maths as well as other subject areas, develop a wide range of teaching resources for use with A level classes, improve the experience of pupils studying A level Maths and in turn increase the uptake of the subject in sixth form.

Aim: For pupils' development of resources and approaches to challenge, engage and motivate pupils in science, improving verbal and written explanations in science, improving thinking skills and pupils understanding of the nature of science and raising attainment in science across all Key Stages. Achievement; Pedagogy; Problem solving; Science; Thinking skills

Aim: We wanted to know if there are generic competencies that learners need to be creative, what those learning attributes are, and whether being creative develops childrens life-long learning skills. This was so that we could focus on teaching those key life-long learning skills and change / simplify our school curriculum, adapt teaching & learning to enhance childrens creative opportunities and ignite a broader professional debate about future curriculum content.