RfT

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.

Carl Rogers and classroom climate

There's an old saying in teaching, 'Don't smile before Christmas' (meaning 'don't show your nice side before you've shown them who's boss'). But Carl Roger's work led him to believe passionately that teachers should do precisely the opposite. He believed that teachers should seek to create emotionally warm, supportive environments in which they worked collaboratively with their students to achieve mutual goals.   In such environments, he suggested, students came to 'love' learning.

Researching effective pedagogy in the early years

For this feature, the TLA research team selected research undertaken by the 'Researching effective pedagogy in the early years' (REPEY) project. We hope that this summary will offer all teachers the opportunity to find out about effective practice for laying the foundation for learning upon which all teachers and learners build.The early years of children's learning has traditionally been an under-researched area. The availability of this rigorous and far-reaching stream of evidence is an important step forward.

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.