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

Transition and beyond

Aim: The aims of this project were to create a smoother transition across key stages for teachers, pupils and parents, to improve collaboration across key stage transition and to develop teachers knowledge and understanding of each others curriculum/routines/events/lessons.

Raising students' performance in relation to NFER CAT scores

Aim: To identify actions teachers can take to improve learning through an examination of students academic performance in relation to prior attainment as measured by NFER Cognitive Abilities Test scores.

Communication between Students and their Teachers about Learning

Aim: The aim of this study was to identify and explore actions teachers can take to improve communication with students about their learning.

Curriculum continuity between primary and secondary school

Aim: To investigate teachers opinions of measures currently in place to ensure curriculum continuity between primary and secondary school.

Whole class interactive teaching in mathematics

Aim: To record, define and refine effective structures, strategies and activities which exemplify effective whole class teaching of mathematics.

Managing gender difference issues within the Design and Technology workshop

Aim: The aims of this project were to understand the theory behind gender difference (boys and girls learn differently, why?), research the interaction between girls, boys and the resources and machinery they use within the Design and Technology workshop to identify trends and devise solutions that can be applied in the Design and Technology workshop to overcome gender difference issues and raise achievement.

Taking your mind for a walk - Why story time is valuable

Aim: To investigate the impact of hearing high-quality stories on Year 2 childrens writing. In particular to look for literary and other echoes, examine childrens views of story times, compare the impact of stories heard in story times with those studied in Literacy sessions as big books, investigate the presentation and style of different stories to see whether these also had an impact; and examine whether story times helped children develop their vocabulary.

Teacher confidence and teaching and learning in data handling

Aim: To examine the effect of teacher confidence on pupil confidence and hence achievement in the teaching and learning of mathematics with particular reference to data handling.

Effective questioning: stepping-stones to meta-cognition?'

Aim: There were two main, linked, aims of this project. The primary aim was to investigate the role of effective questioning by the teacher in a History class. The second aim explored the usefulness of this meta-cognitive strategy in enhancing higher-order thinking skills in the classroom. These are the skills that characterise higher achievement at Key Stages 3 and 4 (11-16 years of age).

How does involving the children in classroom planning affect their learning?

Aim: We were aware of a number of children who were coasting or dipping in English in Key Stage 2. We wanted to find out whether we could motivate them, using innovative classroom strategies.