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

Assessment for learning: Putting it into practice

In this TLA research summary we feature a study which reported the experiences of a group of teachers who started from research findings to develop formative assessment in their classrooms. The study showed the positive change in their practice.

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.

Bilingualism

Bilingualism is an important yet under-researched field of study.

Raising achievement through group work

To shed some light on these important issues, the TLA research team looked at evaluations of a classroom approach called 'Thinking Together' which helped pupils learn to work collaboratively and improve their capacity to think.Our last summary explored how teachers planned and used talk for learning in their classrooms.

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.

Bringing teachers and researchers together

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.