Aim: The overall aim of the project is to examine the ways in which new technologies can be used in educational settings to enhance teaching and learning.

Aim: The focus of this teacher-led action research was to construct a programme of multi-sensory teaching activities to develop mental arithmetic capability in children from Nursery through KS1.

Aim: To examine the problems children encounter in arithmetic and to decide whether a programme of activities using visual images developed by Catherine Stern in the 1940s could be used by teachers to improve pupils' mental arithmetic.

Aim: To explore pupils perceptions of creativity across the curriculum, to show that being a scientist and an artist aren't mutually exclusive and to measure the impact of the project on pupils perceptions of creativity in Science and Mathematics.

Aim: The project evolved as an investigation into whether peer assessment could be used to improve students independent learning skills in the lifelong learning sector.

Aim: To compare approaches to the teaching of writing and handwriting in England and France.

Aim: To investigate the role of active listening in sustaining appropriate behaviour among young children in a primary school for children with emotional and behavioural difficulties (EBD).

Aim: The aim of this research was to cast light on the nature of the relationship between teachers and teaching assistants. We wanted to find out: How schools were deploying teaching assistants; What responsibilities teachers were giving to teaching assistants and what expectations they had of them; What contributions teaching assistants were making to enable teachers to carry out their tasks more effectively.

Aim: The main aim of this project is to explore messages from student led research into classroom challenges and attitudes. This project on enhancing classroom challenge aims to understand our learners better and to develop our approach towards learning and teaching processes in relation to raising achievement.

Aim: To examine the extent to which teachers working in special schools have ownership of and are able to plan their professional learning.