RfT

Learning about inclusion

Inclusion, that is, 'reducing the barriers to learning and participation for all pupils', is a challenge for many schools. Some of these barriers to learning and participation are inevitably found in the classroom, so if inclusion is going to be fully realised it requires the engagement and involvement of classroom teachers.This TLA research summary explores a project in which small groups of teachers were inspired to improve inclusive practice in their schools by engaging in action research.

Strategies for success in multi-ethnic schools

For this TLA research summary we selected, appraised and summarised a study that sets out to describe characteristics of successful multi-ethnic schools. The strategies mainly highlight whole-school policies, but the authors have presented their study in an accessible and case-based way, which many teachers will find relevant to their daily practice. Blair, M. and J. Bourne (with C. Coffin, A. Creese and C. Kenner). Making the Difference: Teaching and Learning Strategies in Successful Multi-Ethnic Schools. The Open University: 1998.

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.