RfT

Effective provision of pre-school education

Early years education has become a key feature of national policy in the UK as government, local education authorities and schools try to find ways of making a difference to the lives of young children and their families.Research (such as Feinstein, 2003 - see Further Reading) has shown that children from low socio-economic status (SES) backgrounds are particularly at risk of under-achievement or even failure at school; research in the USA and Canada has also shown that that targeted intervention at an early stage can make a lasting difference for the better.

Learning science

Raising students' achievement in science has been, and remains, one of the pre-occupations of educational systems the world over. In the UK, for example, the science curriculum has undergone a series of structural changes dating from the late 1980s to the present time. However, many science education practitioners would argue that whilst the structure and to some extent the content have undergone change during this period, far less attention has been paid to teaching and learning processes in science classrooms and laboratories.

Strategies for supporting dyslexic pupils

According to recent studies dyslexia is a major cause of literacy problems; at current estimates as many as 1 in 20 children are believed to be affected to a significant extent. There may be others for whom the effects are less significant. In schools, almost all teachers will have some dyslexic learners in their classes. The Disability Discrimination Act requires all teachers to adopt strategies to meet the needs of these children.In light of this an immediate question is: what help should non-specialist teachers give dyslexic students?

Effective talk in the primary classroom

There is plenty of sound evidence about the effectiveness of structured dialogue in small groups for pupil learning. But how effectively does classroom talk in whole class situations promote pupils' learning?  For this TLA research summary we feature a study in which groups of primary teachers and school leaders explored this issue with the support of a team of researchers from the University of Exeter.

Multi-agency working and pupil behaviour

It is now widely accepted that exclusion from school and/or poor attendance are related to low academic achievement. The result of this can be less stable career patterns, greater unemployment and generally fewer opportunities for self-development. In some cases the young people concerned may engage in anti-social activity and/or become involved in criminal behaviour. The poor behaviour of some pupils can also disrupt other pupils' learning, reducing educational opportunity for all.In England, overcoming truancy and bad behaviour in schools has been an important goal for many years.

Students' views about science theory and practice

This month we feature the work of another influential educational thinker - Rosalind Driver (1941-1997).Rosalind Driver is widely acknowledged, by teachers and other educational practitioners in England and abroad, for her contribution to our understanding of how children's ideas about science influence their learning. She began with the perspective that children construct their own ideas about the behaviour of the natural world, as a result of their observations of things happening and the ways that people talk about them.

Curriculum

The Qualifications and Curriculum Development Agency (QCDA) described the curriculum as 'the entire planned learning experience of a young person', which includes skills, values and personal development in addition to what is to be taught and learnt. But what does this mean in practice? The key factor is the design of the curriculum at school level.

Neuroscience

Improvements in brain scanning technology and the use that scientists make of it means that our understanding of the learning process is continually developing. While understanding the functions of the brain has many implications for teaching and learning, it is a complex and dynamic field of study that can seem daunting.

Teachers and school-based research

Teacher engagement in and with research can be a highly rewarding form of professional development. There is also evidence of beneficial outcomes for students. We have decided to summarise one example of such work in this TLA research summary. Because teachers' engagement in/with research involves a dynamic mixture of empirical enquiry, experimenting with new approaches and is often supplemented by peer observation and support, the work is not usually undertaken or reported in forms that are traditional for research.

Deprivation and education

Numerous studies have shown that the relationship between deprivation* and education is crucial for understanding the significant impact deprivation has on later outcomes in adulthood. Deprivation can leave young people with fewer qualifications and skills, which in turn can affect their future employment and earnings, health and social well-being.