Year 1 Literature Review.pdf The Evidence People
Research into Practice
Helen Timperley talks to Philippa Cordingley at AERA 2009
In this video, Philippa Cordingley from CUREE talks to Helen Timperley
from the University of Auckland in New Zealand about the use of
research and evidence in informing educational practice.
Tasters
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Transferring Learning and Taking Innovation to Scale
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This booklet is part of a national project, carried out by CUREE and commissioned by The Innovation Unit, that is exploring both research and practice. The project is bringing together the evidence from education research and an analysis of the approaches to transfer and going to scale currently in use by the key national education agencies in England in 2006-07. The aim is to develop a more widely shared understanding of existing practice and of the evidence base about transfer and scaling up of innovative and/or effective practice in education.
Route Map of Resources
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Here you can download the CUREE route map of resources. The second link is a PDF optimised for printing in black and white.
QCDA Building the Evidence Base Probe 1
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The research reported here was designed to explore the nature of lassroom teachers’ assessment practices in schools considered to be innovative in relation to the curriculum and successful in achieving high attainment at Key Stage 2. The aim of the research was to provide evidence of the ways in which teachers’ understandings about learning and assessment shaped their pedagogy and approaches to the curriculum and n doing so help others to consider how they could develop their own practice. A case study approach was adopted so that detailed descriptions of current successful practice could be supported and rationalised by clearly articulated practitioner beliefs.
QCDA Building the Evidence Base Strand 1 Report
This is the final report of the Student Data element of Strand 1 of the Building the Evidence Base project. This strand of the project set out to capture student1 feedback on their experience of the curriculum. The primary method used was a web‐based survey between February and April 2008. This was supported by a number of focus groups which were used a) to explore issues which could not effectively be dealt with via a survey; b) explore in greater depth interesting or ambiguous findings from the survey; and c) draw out the views of some students who were unlikely to participate in the survey.