Engagement | Centre for the Use of Research & Evidence in Education (CUREE)

Motivation of sixth-form students

Aim: To find out what motivates students in the sixth form. What stimulates them in lessons? What motivates them to complete homework? What features of their relationships with teachers and fellow students motivate them? Which types of teaching motivate and demotivate them?"

Moving towards a more innovative and creative curriculum

Aim: To develop a more creative curriculum in foundation subjects and Science across Key Stage 1 and 2, to create a more personalised curriculum incorporating key life skills that could transfer into life long learning skills and to improve the use of the local area and increase out of classroom learning experiences.

Teaching Shakespeare

Aim: With specific reference to Shakespeare, to determine the strengths and weaknesses of the methods used in teaching pre-20th century literature.

Does the development of 'pupil voice' activities enhance young learners' experience of school?

The research aimed to address the following questions: Can the development of pupil voice help move a school from a performance driven culture to a pupil-centred learning culture? Do pupil voice activities enhance teaching and learning? Does the growth of pupil voice activities have a positive or negative impact on staff?

A case study of effective teaching with and through the Internet

Aim: To investigate teacher and pupil attitudes towards the use of the Internet in teaching and learning.

The enquiring school: Using action research to enhance Key Stage 1 pupils' speaking and listening

Aim: This project was essentially about what it is that supports a school to become research-engaged. There were two dimensions to this investigation: (i) The aim of the specific research activity at school level was: To investigate the impact of rhyme and rhythm on the development of speaking and listening skills in Key Stage 1 (ii) Beyond the specific research at school level, the overarching aim was: To investigate the features of research engagement in the school which were significant in supporting and enabling the research activity.

How inclusive are our classrooms?

Aim: Following a recent review of inclusion in the Special Needs Unit at our school, we felt it was appropriate to evaluate aspects of our existing strategies for inclusion. We wanted to discover more about pupils perceptions of their own learning, and their attitudes towards the classroom learning environment and identify features of current practice that supported the effective inclusion of pupils with special educational needs.

Teaching Children with Autism to use Pretend Play

Aim: To discover whether Early Years children who have autism and additional learning difficulties can learn to use pretend play within a class group and to explore the nature and implications. of this.