RfT

Pupils in low attaining groups

All schools work hard to identify and support pupils who are attaining well below the average. This TLA research summarises a study that explored the ways in which teachers and schools support such pupils by placing them in groupings and providing specific and tailored support. The study identified some successful classroom, department and school strategies for assisting low attaining students to learn.The study is:Dunne, M., S. Humphreys, J. Sebba, A. Dyson, F. Gallannaugh and D. Muijs. Effective teaching and learning for pupils in low attaining groups.

The enduring impact of quality early years education

This TLA research summarises the final report from the primary phase of the Effective Pre-school and Primary Education project (EPPE 3-11)*, Europe's largest longitudinal investigation into the effects of pre-school and primary education on pupils' development. The researchers followed more than 2,800 children from the start of pre-school (around the age of 3) along with a further 300+ children with no pre-school experience, until the end of Key Stage 2 (age 11 years) by which time 2,600 children were still in the study.

Inside the literacy hour

For this TLA research summary we looked at two reports from a study that investigated what happened when the literacy hour was implemented in small rural schools with mixed age classes. Teachers in single age classes will also find that there is much to interest them.

The evidence for Montessori teaching methods

Around a hundred years ago, Maria Montessori (1870-1952) devised a method of educating children that was radically different to the traditional method of her time. Her approach continues to inspire many teachers today.   Montessori based her theory and classroom practices on observations and trial and error in her own classrooms.  But is there a more scientific evidence base to support her methods?   This TLA research summary explores the findings of a book that set out to examine recent psychological research in support of Montessori's methods.

Grouping pupils and students

Selection and ability grouping are issues that can cause heated debate amongst teachers, leaders and parents, as they can hold very different opinions about which of the alternative approaches to grouping they prefer.Those who favour streaming and setting make claims for its effectiveness in terms of pupil or student achievement; those against point to the 'unfairness' of the system and its potentially negative effects on pupils' and students' self esteem.

Raising standards through classroom assessment

For this TLA research summary, we selected, appraised and summarised a study that might be helpful to teachers wanting to find out more about using assessment 'formatively' - that is, as a teaching and learning tool in their classrooms. The study is: Black, Paul and Dylan William. Inside the Black Box. London: King's College, 1998. We have used our 'scaffolding' of questions to see what useful information the report contained for teachers.

Hattie's concept of visible teaching and learning

There is a great deal of research about what makes a difference in the classroom, but of greatest importance to teachers is knowing which teaching and learning experiences make the most difference. One study set out to find out just that:Hattie, J. (2009) Visible learning: A synthesis of over 800 meta-analyses related to achievement, Routledge, LondonHattie looked at more than 800 meta-analyses about influences on learning. Each meta-analysis had reviewed studies that gave evidence about the impact on student achievement of a particular intervention.