Aim: The aim of this project was to involve students as researchers on classroom practice, as part of a wider school policy of increasing student voice, and including their views in school planning processes.

Aim: To investigate the setting of targets as a means of improving the effectiveness of teachers.

Aim: The aims of this project were to improve the language and literacy skills of our pupils both written and verbal, extend pupils vocabulary, introduce pupils to a different way of learning, improve pupils confidence and self esteem and provide pupils with positive role models.

Aim: To help students to improve their understanding of graphs with the use of a graphic calculator.

Aim: The overall aim of the project was to investigate childrens perspectives on formative assessment and how formative assessment can be developed to improve learning. I was particularly interested to know how childrens perspectives on learning and formative assessment changed between Key Stage 2 and Key Stage 3. I wanted to explore whether an action research approach could assist in the development of classroom practice in formative assessment.

Aim: To adopt and adapt the best practice in mathematics teaching from the Czech Republic within classrooms in the City of Nottingham and Nottinghamshire Education Authorities.

Aim: The aims of this project were to understand the theory behind gender difference (boys and girls learn differently, why?), research the interaction between girls, boys and the resources and machinery they use within the Design and Technology workshop to identify trends and devise solutions that can be applied in the Design and Technology workshop to overcome gender difference issues and raise achievement.

Aim: To investigate the strategies used by effective secondary Heads of Department (HoDs) positively to influence classroom practice.

Aim: To record, define and refine effective structures, strategies and activities which exemplify effective whole class teaching of mathematics.

Aim: To identify factors that influence childrens success in reading in the later stages of Key Stage 2 and Key Stage 3, and to recognise and deploy strategies for maximising that success.