Aim: This research project set out to explore a collaborative learning journey towards what may now be recognised as the partnership-based component of personalisation. Specifically it explored the following key questions in relation to the development of partnership-based approaches to the delivery of personalised learning: What has been the impact of the experience of partnership on the leaders' leadership? What has been the impact of the experience of partnership on the teachers' teaching? What has been the impact of the experience of partnership on the students' learning?

Aim: To investigate the significance of formal planning between teacher and teaching assistant prior to or during the support process.

Aim: The aim of this doctoral project (with Sussex University) was to improve the mathematical performance of an inner city primary school by developing the subject knowledge, pedagogical skills and the curriculum content knowledge of its teachers.

Aim: The aim of the study was to examine the development and impact of teaching strategies and techniques that have been used within the Geography Department at All Saints High School since September 2003.

Aim: To raise awareness of the potential of ICT in music composition by investigating strategies teachers can use to raise pupil performance.

Aim: Decrease the gap between boys and girls achievement at Key Stage Three. Increase the number of level 5 and level 6 achieved by boys in DT in their Key Stage Three Standard Aptitude Tests (SATs). Improve the behaviour and effort of boys during DT lessons. Increase the number of boys opting for DT - possibly within food and textiles.

Aim: We were aware of a number of children who were coasting or dipping in English in Key Stage 2. We wanted to find out whether we could motivate them, using innovative classroom strategies.

Aim: To consider whether a Community of Enquiry approach would improve the ability of Y5 and 6 pupils to discuss issues arising from texts by asking relevant questions. Individual teachers were keen to: Develop written responses to comprehension texts; or Improve the quality of questioning and discussion.

Aim: There were two main, linked, aims of this project. The primary aim was to investigate the role of effective questioning by the teacher in a History class. The second aim explored the usefulness of this meta-cognitive strategy in enhancing higher-order thinking skills in the classroom. These are the skills that characterise higher achievement at Key Stages 3 and 4 (11-16 years of age).

Aim: To examine the effect of teacher confidence on pupil confidence and hence achievement in the teaching and learning of mathematics with particular reference to data handling.