RfT

Home-school knowledge exchange

Continuing the theme of an earlier TLA research summary on parental involvement in children's learning, in this summary we look at a project* which explored exactly how children might benefit if teachers learned more about children's lives outside school and parents learned more about life in school.The 'Home-school knowledge exchange' (HSKE) project set out to answer a number of important questions thrown up by previous research: how can schools communicate better with parents? what kinds of knowledge exist in children's lives outside of school which could be used to help their learning? wha

Ways forward with ICT

For this TLA research summary we selected, appraised and summarised a study which teachers might find useful as they get to grips with information and communication technology (ICT) across the curriculum. The questions we have devised bring out the particular aspects of the study that we think are most valuable for teachers.The study is: Moseley, David, Steve Higgins et al (Newcastle University) and Lynn Newton (CEM Centre, Durham University).  Ways forward with ICT: effective pedagogy using information and communications technology for literacy and numeracy in primary schools.

Improving learning through cognitive intervention

For this TLA research summary we selected, appraised and summarised a research and development study which has given teachers real insights into raising standards through teaching thinking skills. The study summarised here is widely known as 'CASE' (Cognitive Acceleration through Science Education).The questions have been devised to bring out those aspects of the study we think are most useful to teachers. We have also included examples from other studies to illustrate the key characteristics of this work.

Secondary School mathematics

Students' views on their learning can have much to tell us about effective teaching. For this TLA research summary we selected and summarised a richly detailed, three-year study of the teaching of mathematics, which takes account of the students' own perceptions of their learning experiences.The study examines in considerable depth approaches to mathematics in two English secondary schools that were using markedly different approaches to the teaching of mathematics. It was conducted in England between 1992 and 1995 and was first published in 1997.

Gender differences

Not all researchers agree about the level and extent of the 'problem' of boys' underachievement or even (see Gorard, 2001) whether the 'problem' exists at all; nevertheless teachers have expressed considerable concern about this issue. The research featured in this summary shows how some schools are tackling perceived differences in achievement between boys and girls by drawing on the experiences of teachers in 19 case study schools. The researchers explore three approaches in a way in which we hope teachers will find interesting and potentially useful for their own practice.

Jerome Bruner's constructivist model and the spiral curriculum for teaching and learning

In response to the popularity of our TLA research summary about Lev Vygotsky, we decided to feature the work and contemporary relevance of another influential educational thinker - Jerome Bruner (1915- ).Bruner has made an enormous contribution to our understanding of the education process. As a professor of psychology at Harvard, he was particularly interested in the cognitive development of children and what appropriate forms of education might be.

Special educational needs and inclusion

What impact does inclusion have on pupils' achievement - both those with diagnosed special needs and those without - and how could schools manage inclusion so that they reduce any possible negative impact that inclusion might have? The study we have chosen for this TLA research summary sheds some light on these key issues.The study is: Dyson A., P. Farrell, G. Hutcheson and F. Polat. Inclusion and pupil achievement.

Effective teaching and learning in humanities

This research summary features a study which looked at the evidence for effective strategies in humanities, and most importantly why they worked:Aitken, G. and Sinnema, C. (2008) Effective pedagogy in social sciences: Best Evidence Synthesis Iteration (BES) , New Zealand Ministry of Education, Wellington, New Zealand The researchers looked for evidence of teaching and learning approaches that made a difference to student  learning.