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

From Prague to Nottingham: Building on Best Practice Internationally

Aim: To adopt and adapt the best practice in mathematics teaching from the Czech Republic within classrooms in the City of Nottingham and Nottinghamshire Education Authorities.

Children's perspectives on formative assessment: an action research approach

Aim: The overall aim of the project was to investigate childrens perspectives on formative assessment and how formative assessment can be developed to improve learning. I was particularly interested to know how childrens perspectives on learning and formative assessment changed between Key Stage 2 and Key Stage 3. I wanted to explore whether an action research approach could assist in the development of classroom practice in formative assessment.

Lets work together supporting mathematics subject leaders through clustering

Aim: To provide a supportive network for mathematics subject leaders, to develop approaches to teaching mathematics and to share effective strategies and resources between schools.

Conclusions from user feedback on use of learning platform

Aim: A great deal of effort and expense is currently being expended in schools and Local Authorities on Learning Platforms (LPs). This study set out to explore how schools and students are using LPs. The report is intended to help inform readers about how teachers are using LPs and to describe students' experience of one mature installation.

Engaging with each other: how interactions between teachers inform professional practice

Aim: The main aim of the project was to evaluate the contribution of between-teacher interactions in the workplace to the development of teachers craft knowledge. In so doing it sought to judge the value of such interactions in relation to other learning opportunities, such as engagement with research.

Is there truly a shirt of happiness or not? Developing thinking through a Community of Enquiry approach.

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.

Using action learning to support the development of primary teachers mathematical knowledge

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.

Identifying the attributes of effective Initial Teacher Training (ITT) mentors

Aim: To identify the attributes, qualities and behaviours of highly effective mentors, to identify training implications for mentors and to compare a School Centred Initial Teacher Training (SCITT) based course with a university based course (as part of a Sports College consortium project).

Transition and beyond: Moving forward together

Aim: The aims of this project were to explore issues about KS1 to KS2 transition, to develop a more integrated approach to transition and to create greater consistency among staff in the Key Stages of each side of transition in relation to judgements about pupils attainment at the end of Key Stage 1.

Effectively supporting students' transition into AS level study

Aim: The aims of this project were twofold; Ensure teachers in an 11-16 school understand the transition to AS Level from students perspectives in order to support the process and reduce drop out rates ; and Develop students from an 11-16 secondary settings understanding of skills, attitude and level of independence required for success at AS Level study.