FINAL_Building_the_Evidence_Base_Views_of_young_people_2008.pdf The Evidence People
Curriculum
QCDA Building the Evidence Base Review of Individual Studies from Systematic Research Reviews
CUREE’s first foray into mapping evidence relevant to QCA’s new and wide ranging curriculum framework took the form of a map of existing reviews of research . The results have enabled us to start to identify:
• the range and types of curriculum related research
• significant gaps in the research base
• emerging trends in research findings
63 research reviews were included in the map. Three main types of review were identified which were classified as • systematic – ie using a comprehensive search strategy, transparent inclusion criteria and a rigorous weighting of the evidence from which to synthesise across the studies• interpretive – ie using expert knowledge to identify studies, without a rigorous and transparent weighting of the evidence but with a synthesis• descriptive – ie an account of the research and the relative weight of evidence but with no synthesis
The overall findings from the review of reviews represented syntheses of research in several key areas whilst at the same time pointing to significant gaps in the evidence base.
QCDA Building the Evidence Base Bruner Activity Protocol
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This discussion activity is designed to engage practitioners with stimulating ideas and evidence about curriculum innovation and to help them spot the connections with their own context and learning needs.
The activity stimulates lively and structured dialogue about how pupils experience the curriculum and how schools can build such experiences into a cumulative whole. Exploring the evidence in depth and in the context of their own and others’ practice will provide a stepping-stone to enable them to use theory and research to help them think more broadly and deeply about the curriculum and to plan further development.
QCDA Building the Evidence Base Bruner Summary
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Sometimes, when we encounter a change in teaching, such as a change of policy or a new strategy from CPD, we may be tempted to think we are simply returning full circle to ways we used to do things. But the experiences gained in the intervening years are a valuable part of the process of change. Working from a new starting point helps us to move earlier thinking further along. This is not just a case of recycling. Revisiting the ideas Jerome Bruner put forward about the curriculum nearly half a century ago demonstrates this well. They take on a new meaning when we consider them alongside recent developments such as assessment for learning and thinking skills.
EPPI Reviews - The impact of collaborative CPD on classroom teaching and learning
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'How does collaborative Continuing Professional Development ( CPD ), for teachers of the 5-16 age range, affect teaching and learning.'
June 2003.
Abstract/summary to be written.
Bringing Research Resources to Practitioner Users via Web Technology: Lessons Learned to date.
Summary Web resources for education , what's the problem?
Over the past few years there has been growing interest in making educational research more relevant to the concerns of consumers outside universities - in particular teachers. More and more schools and individual teachers are seeking to engage in and with research to inform their practice in a range of contexts, from classroom teaching strategies to leadership. Nowadays there is much more educational research on the web but is it accessible to teachers' What are the problems in finding relevant research through educational databases? Drawing on their experience of searching educational databases and on the results of a small scale informal survey of titles and abstracts a CUREE team explored a number of problems practitioners faced when trying to access educational research.
How does CPD affect teaching and learning? Issues in systematic reviewing from a practitioner perspective.
The systematic review process developed by the Centre grew out of EPPI’s work in the health field and the belief that there is “much that researchers in education and users of educational research can learn from work in these other areas, although some of the challenges of research synthesis in education are particular to that setting”
From Transmission to Collaborative Learning: Best Evidence in Continuing Professional Development
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This interactive symposium explores the characteristics of effective collaborative CPD for teachers through modeling the use of evidence and research. The work developed from a systematic review of the impact of CPD on teaching and on student learning coordinated by CUREE within the framework provided by the Evidence for Policy and Practice Information (EPPI) Centre at the University of London.