Hello Everyone,
I have pasted in the latest Teacher research Newsletter from Victoria White at the DfES in case you
aren't on the mailing list. There's a call for papers for the 2007 NFER conference in London on
11th July If you would like to discuss presenting a paper at the conference please telephone Alison
Lawson on 01753 637161 or email [log in to unmask] I'll post details of BERA's call separately.
Warm regards,
Sarah
SCHOOLS RESEARCH NEWS
October 2006
Recently published schools research
Evaluation of Aiming High:
<http://www.dfes.gov.uk/research/data/uploadfiles/RB801.pdf>
African Caribbean Achievement Project
<http://www.dfes.gov.uk/research/data/uploadfiles/RB801.pdf>
University
of Bristol, Birmingham LA, Institute of Education (London), DfES
Research Brief 801
The Aiming High: African Caribbean Project launched by the DfES in 2003
aims to work with school leaders to develop a whole school approach to
raising the achievement of African Caribbean pupils. The evaluation
measured changes in attainment and the degree of inclusion of African
Caribbean pupils in Aiming Higher schools.
Key findings from the evaluation
Aiming High was found to be successful in:
* raising attainment and improving progress of African Caribbean
pupils in some of the pilot schools, leading to a reduction in the
performance gaps;
* putting race equality issues on the agenda of Aiming High
schools;
* enabling schools to include African Caribbean achievement within
mainstream school development plans to raise attainment overall;
* fostering the professional development of head teachers and
senior managers on leadership and race issues, particularly in relation
to African Caribbean achievement;
* helping the schools to develop a more systematic approach to
data collection and analysis, and behaviour management; and
* providing academic and pastoral support for African Caribbean
pupils through 'bespoke' programmes and intervention strategies to
target their needs.
By the end of the evaluation there were a number of areas Aiming High
had yet to succeed in. These included: consistent improvements in the
attainment and progress of African Caribbean pupils across all schools;
and ensuring equitable practice with respect to ability setting, test
and examination tier entry, membership of gifted and talented cohorts,
and school exclusions.
________________________________
School PE and Sport Survey
<http://www.dfes.gov.uk/research/data/uploadfiles/RBX05-06.pdf> (TNS
Social)
DfES Research Brief x05-06
This report represents the third annual survey of PE and sports in
schools within School Sports Partnerships in England and covers the
2005/06 academic year. School Sports Partnerships are 'families' of
primary, secondary and special schools which have a Specialist Sports
College as the hub of the family and are one strand of the DfES/DCMS
national PE, School Sport and Club Links strategy.
The survey provides information on progress against the DfES/DCMS
public
service agreement (PSA) to raise the percentage of 5 to 16 year olds
receiving two or more hours of high quality PE and school sport a week,
from an estimated 25% in 2002, through to 75% in 2006 and 85% in 2008.
Key findings from the survey:
80% of pupils in Schools Sport Partnerships were receiving two or more
hours of high quality PE or school sport in a typical week (five
percentage points above the PSA) which was an increase from 69% in the
2004/05 survey.
Improvements were observed across other measures monitored by the
survey
such as: participation in competitive sport; numbers of different types
of sports; club links; gifted and talented individuals; and involvement
in sports volunteering leadership.
________________________________
Successful school leadership
<http://www.dfes.gov.uk/research/data/uploadfiles/RR800.pdf>
What it is and how it influences pupil learning
<http://www.dfes.gov.uk/research/data/uploadfiles/RR800.pdf>
Leithwood, Day, Sammons, Harris and Hopkins, DfES Research Report 800
This literature review on successful school leadership forms part of a
three year collaborative study with the National College of School
Leadership to look at the impact of leadership on pupil outcomes. The
review looked at evidence on the following topics:
* the nature of successful leadership practices
* distribution of successful leadership
* characteristics of good leaders; and
* how head teachers influence their immediate colleagues
________________________________
Teachers' workloads diary survey
<http://www.ome.uk.com/downloads/Revised%20Final%20Teacher%20report%2008
1006.pdf> (Office of Manpower Economics and BMRB)
The School Teachers' Review Body commissions an annual survey of
teachers' workloads. The 2006 study was based on seven day diary
records of two thousand randomly selected teachers in primary,
secondary
and special schools in England.
Key findings from the survey:
There were no statistically significant changes in the number of hours
worked by full-time teachers between 2005 and 2006.
However there were a number of areas where there was a statistically
significant change when comparing 2006 with earlier years:
* Primary heads have seen a statistically significant decrease in
the total hours worked from 58.9 hours in 2000 to 53.5 in 2006.
* Primary class teachers have seen a statistically significant
decrease in the total hours worked from 52.8 hours per week in 2004 to
50.1 hours in 2006.
* Secondary deputy heads have seen a statistically significant
increase in the total number of hours worked from 54.1 hours per week
in
2004 to 61 hours per week in 2006.
* Secondary class teachers have seen a statistically significant
decrease in total hours worked, from 51.3 in 2000 to 49.1 in 2006.
Other results for the 2006 survey included:
* Classroom teachers in primary and secondary schools spent, on
average, just over a third of their time on teaching activities.
* Primary and secondary class teachers spent just over a quarter
of their time on lesson planning and marking.
* Secondary class teachers spent more time marking pupils' work
and writing reports than primary class teachers.
* Primary and secondary teachers spent 11 and 14 percent of their
non-teaching contact time with pupils and parents.
________________________________
Creative Partnerships: initiative and impact
<http://www.ofsted.gov.uk/portal/site/Internet/menuitem.eace3f09a603f6d9
c3172a8a08c08a0c/?vgnextoid=a948bca8be3fd010VgnVCM1000003507640aRCRD>
(Ofsted)
The DCMS set up Creative Partnerships (CPs) in 2002 to give young
people
in disadvantaged areas in England the opportunity to develop creativity
and ambition, by building partnerships between schools and creative
organisations, businesses and individuals. 2,500 schools and 3,500
creative partners had joined the initiative by 2006. This evaluation
is
based on case study visits to 37 Creative Partnership primary and
secondary schools across a geographical spread of six LAs.
Key findings from the evaluation:
Most Creative Partnership programmes were effective in helping pupils
to
develop some attributes of creative people. These included an ability
to improvise, take risks, show resilience and collaborate with others.
However, pupils were often unclear about how to apply these attributes
independently to develop original ideas and outcomes.
Good personal and social skills were developed by pupils in CP
programmes. These included effective collaboration between pupils and
maturity in their relationships with adults.
Creative practitioner partners were very well trained and well-matched
to the schools' priorities and needs.
Most teachers gained an understanding about teaching that promoted
pupils' creativity.
CP programmes promoted good collaborative planning between subject
areas
in most of the primary and secondary schools. However, in planning the
CP programmes, pupils' starting points were insufficiently identified
and sometimes in arts subjects, creativity was assumed when it was not
necessarily evident.
Pupils' progress in the development of their creativity, or in their
ability to transfer skills learned in the CP programme to other areas
of
their work was not always properly tracked in the programme.
________________________________
Towards consensus?
<http://www.ofsted.gov.uk/portal/site/Internet/menuitem.eace3f09a603f6d9
c3172a8a08c08a0c/?vgnextoid=fec1a1eb405ed010VgnVCM1000003507640aRCRD>
Citizenship in secondary schools
<http://www.ofsted.gov.uk/portal/site/Internet/menuitem.eace3f09a603f6d9
c3172a8a08c08a0c/?vgnextoid=fec1a1eb405ed010VgnVCM1000003507640aRCRD>
(Ofsted)
This Ofsted report examined citizenship education in secondary schools.
It was based on evidence from whole-school inspections and subject
inspections since 2002 when citizenship education was introduced into
the secondary school National Curriculum.
Key findings from the report:
Where schools were found to take citizenship seriously it had a
significant place in the curriculum as well as the broader life of the
school.
There was good support available for citizenship and improved
opportunities for training.
The post-16 citizenship programme was found to be successful in showing
what could be done in schools, colleges and youth centres.
Schools used a variety of approaches for introducing the subject. The
most successful provided a citizenship core taught by specialists. This
was either as a subject in its own right or a substantial and
distinctive element within an enhanced PSHE and citizenship programme.
Standards of achievement in citizenship were higher in discussion than
in writing.
Standards tended to be higher in schools that had adopted citizenship
GCSE courses.
Overall, expectations of achievement in citizenship were not yet
commensurate with other subjects and progression was often erratic.
Not all schools made reference to local, national and international
questions of the day and how politicians deal with them.
In around a quarter of the schools surveyed in 2005/06 provision for
citizenship was inadequate.
Inadequate provision was closely linked to a lack of commitment from
senior leaders and weak subject leadership. Some schools were unaware
of
their weaknesses.
________________________________
Other UK schools research
Education for Citizenship
<http://www.hmie.gov.uk/documents/publication/efcpcp1.pdf>
A portrait of current practice in Scottish schools and pre-school
centres <http://www.hmie.gov.uk/documents/publication/efcpcp1.pdf>
(HMIe)
This report produced by Her Majesty's Inspectors of Education in
Scotland looked at current practice in citizenship education in
Scottish
primary and secondary schools. It was based on inspection evidence from
a national project on citizenship undertaken between 2004-5 and case
studies of good practice.
Key findings from the report:
Schools were involving young people more in decision-making especially
through school councils. In schools with the best provision, pupils
gained a better understanding of democracy and their roles as active
citizens.
However, not all school councils worked well. In some schools too few
pupils were involved. In addition, it was rare for pupils to have a say
on improving the quality of learning experienced.
Where schools took a proactive approach to pupils' participation,
pupils
identified more with the activities of the school and its community.
Some local authorities extended pupil participation by including young
people in community planning priorities and engaged them at a national
level through the Scottish Youth Parliament.
Schools were adopting an increasing range of approaches to develop
pupils' awareness of environmental issues. As part of this more
nursery,
primary and secondary schools were registering as Eco-Schools (an
international initiative designed to encourage whole-school action for
the environment).
The majority of schools did not evaluate the quality of their
citizenship provision and the report recommended that more work needed
to be done to embed citizenship education across the curriculum.
Schools needed to strengthen the relationship between citizenship and
values. For example, many pupils undertook charitable activities, but
there was less evidence of their involvement in directly considering
why
they should undertake these activities.
________________________________
Behaviour in Scottish schools
<http://www.scotland.gov.uk/Publications/2006/09/28125634/0> (NFER)
The Scottish Executive commissioned this study to find out about the
nature and extent of behaviour in Scottish schools including positive
as
well as negative behaviour. The study was based on interviews with
LAs,
and primary and secondary heads, teachers, support staff and pupils.
Key findings from the study:
Head teachers considered pupils to be generally well behaved in the
classroom. The majority of teachers, support staff and pupils agreed
but
not as strongly as the head teachers.
Headteachers thought that poor discipline was less of a problem than
school staff. Secondary school staff were more likely than primary
staff to cite poor discipline as a problem.
Poor discipline was thought mainly to occur in the school playground,
outside the school grounds or on corridors or stairs. However,
secondary heads were more likely than primary heads to identify
classrooms as the place for poor discipline.
The specific types of positive behaviour that were reported to occur
most frequently in lessons were: pupils arriving promptly; pupils
contributing to class discussions; and pupils listening to the teacher.
Positive behaviours were reported more frequently by primary school
staff than those in secondary schools.
The classroom behaviours encountered by school staff most frequently
within a typical week of teaching were low-level. These included:
talking out of turn; making unnecessary non-verbal noise; hindering or
distracting others; and pupils leaving their seat out of turn.
Support staff were consistently more likely than teachers to report
low-level behaviours as happening in lessons several times a day.
Most teachers in the survey especially those in primary schools did not
find low-level behaviours difficult to deal with, but said the
behaviours had a negative impact on teaching.
Pupils thought schools should do more to tackle poor behaviour by:
rewarding well behaved pupils; increasing punishments for badly behaved
pupils; removing badly behaved pupils; and making lessons more
enjoyable.
________________________________
The recruitment and retention of teachers in post-primary schools in
Northern Ireland <http://www.deni.gov.uk/rb_6_2006.pdf> (Northern
Ireland Statistics and Research Agency)
This study was commissioned by the Department of Education Northern
Ireland to examine patterns of teacher recruitment and retention in
Northern Ireland secondary schools. The study was based on a survey of
head teachers and heads of department from132 secondary schools
including grammar and non grammar schools. There were also interviews
with heads, deputies, heads of department and teachers.
Key findings from the study:
Teacher shortages were reported to negatively impact on curricular
planning, and the range of subjects offered by the schools. Non
grammar
schools were the most affected.
Strategies aimed at addressing teacher shortages included: limiting the
number of specialist subjects offered; deploying less qualified staff
to
teach non-exam classes and subject specialists to teach exam classes;
and rotating practical classes or offering theory but no practical
experience.
________________________________
International Research
Academic self-concept, reading attitudes and approaches to learning of
children with dyslexia: do they differ from their peers? (University of
Athens, Greece) Published in the European Journal of Special Needs
Education, volume 21, number 4, November 2006
This study looked at the perceptions of pupils with dyslexia towards
reading, writing, spelling and maths. 242 pupils aged 10 to 12 took
part
in the study from six primary schools in Greece. 32 of the pupils were
dyslexic. The remaining 210 pupils attended the same classes as the
dyslexic pupils and acted as a control group. This group was divided
into high, medium and low ability as determined by pupils' performances
in reading, maths and spelling tests. All pupils completed surveys on
their perceptions of their ability and attitudes towards reading.
Key findings from the study:
Pupils with dyslexia had much less confidence in their ability in
reading, handwriting, arithmetic, and in their overall academic ability
compared to the high, average and low achieving control groups. They
were also less satisfied with school than the other pupils.
The only area that pupils with dyslexia did not score significantly
lower than the control groups was in how good they thought they were in
practical skills.
Pupils with dyslexia valued reading less than their peers in terms of
personal development and enjoyment. They did not value reading in terms
of it contributing to their success at school.
Pupils with dyslexia tended to adopt surface approaches to learning
rather than deep approaches compared with the high achieving pupils.
Surface learning involves, for example, reproducing work rather than
analysing and synthesising it (these are the characteristics of deep
learning).
________________________________
School district leadership that works:
<http://www.mcrel.org/product/244>
The effect of superintendent leadership on student achievement
<http://www.mcrel.org/product/244> (Mid-Continent Research for
Education and Learning McREL)
This study examined the influence of US school district leaders
(similar
to CEOs of local authorities but they work directly with schools) on
pupil achievement. It was based on a synthesis of data from 27 studies
undertaken since 1970. Altogether these studies involved 2,817 school
districts and 3.4 million pupils.
Key findings from the study:
The study identified a range of district-level leadership
responsibilities that showed a statistically significant correlation
with pupil attainment. These areas all related to setting and keeping
districts focused on teaching and learning:
* Collaborative goal setting - effective district leaders involved
all staff in their district in establishing district targets;
* Non negotiable targets for pupil achievement and teaching -
effective district leaders ensured that the collaborative goal-setting
process results in non-negotiable targets which must be met, in at
least
two areas: pupil achievement and classroom teaching. Effective district
leaders all ensured consistent use of evidence-based teaching
approaches
in classrooms as a way for schools to meet their targets.
* Monitoring targets for teaching and pupil achievement -
effective district leaders continually monitored progress towards
meeting district objectives on teaching and pupil achievement. This
ensured that these objectives remained the key driving force behind the
district's actions.
The study also found that there was a positive correlation between
longevity of district leader in post and pupil attainment. The positive
effects were evident two years into the post.
________________________________
New research books
The following books reporting on the outcomes from projects funded as
part of the Teaching and Learning Research Programme have recently been
published:
Improving literacy by teaching morphemes
<http://www.tlrp.org/pub/il_nunes_book.html> (Terezinha Nunes et al)
Improving schools, developing inclusion
<http://www.tlrp.org/pub/il_ainscow_book.html>
(Mel Ainscow et al)
Improving subject teaching
<http://www.tlrp.org/pub/il_miller_book.html>
(Robin Millar et al)
Learning how to learn - tools for schools
<http://www.tlrp.org/pub/ip_james_book.html>
(Mary James et al)
Please note - these are priced publications
________________________________
Forthcoming events
Call for papers - Practical research for education conference (PRE),
<http://www.pre-online.co.uk/PREcallforpapers.pdf> 11 July 2007,
London
The 2007 practical research for education conference is being organised
by the National Foundation for Educational Research and papers are
invited for the afternoon workshops. Preferred topics include: planning
and managing successful research projects in your school/as part of
your
study; and using research to improve best practice
If you would like to discuss presenting a paper at the conference
please
telephone Alison Lawson on 01753 637161 or email [log in to unmask]
________________________________
Space to think <http://www.creative-partnerships.com/events/168640> -
Creative Partnerships - 27 November, London
Space to think seminars are organised by Creative Partnerships. They
provide a forum for the creative, cultural, education and business
sectors to meet and discuss a broad range of issues including research
concerning creativity and learning. A number of themes are being
explored in the series including: 'Does Every Child Matter in Socially
Engaged Practice?' and "Creativity under the Microscope'. The events
take place in London plus one other English city. To receive a
brochure
detailing the complete series please email
[log in to unmask]
________________________________
Remodelling school leadership
<http://www.ncsl.org.uk/research/leading_practice_seminars/research-lead
ingpractice-remodelling.cfm> , NCSL - 29 November, London
This seminar focuses on the role of the school leader, set against the
backdrop of new accountability arrangements, workforce reform, a shift
towards collaboration, the emergence of new models for school
leadership
including system leadership, and the consequent complexity and demands
that school leaders face. The day will comprise key inputs from those
leading reviews and research, alongside opportunities for the exchange
of ideas around the question posed. Please note this is a priced
event.
________________________________
Research digests written for practitioners
Different patterns of development in primary children's understanding
of
addition and subtraction
<http://www.standards.dfes.gov.uk/research/themes/numeracy/Differentpatt
erns/> (The DfES Innovation Unit, The Research Informed Practice Site)
This summary of research for teachers focuses on a study of primary
pupils' understanding of mathematical relationships in addition and
subtraction. In particular, it explores how children's understanding
of
addition and subtraction was related to their competence in arithmetic.
One of the findings discussed was that more pupils understood problems
that were presented to them pictorially than in formats using digits or
words. The authors of the digest consider the implications of the
research for practice.
________________________________
Promoting effective group discussion
<http://www.gtce.org.uk/research/romtopics/> (GTCe Research of the
Month)
This 'Research of the Month' (RoM) brings together a series of
evaluations of an approach which helped pupils learn to talk
effectively
with each other and improve their thinking skills.
The studies showed that children who had been taught the 'Thinking
Together' approach used exploratory talk (the type of talk considered
to
be effective for thinking and learning) more often after the programme
of lessons than they had before it. The children involved each other,
asked each other questions, listened carefully to what each other said,
responded constructively, and gave reasons for their opinions.
As with all RoM summaries, key aspects of the research are illustrated
by case studies. The case studies explore for example how:
* a teacher developed her pupils' collaborative discussion skills
in mathematics
* a piece of computer software was used to support pupils'
learning dialogues in science
* pupils felt they benefited from working collaboratively with
their peers.
Teachers wanting to promote collaborative working, improve their
pupils' thinking skills and use computers to support group discussion
may find the evidence presented in the RoM helpful.
________________________________
Practitioner research: getting started and sharing outcomes
The DfES Innovation United research area on talk2learn has a site
dedicated to practitioner research. The site provides an opportunity
for
practitioners to ask members of the innovation unit community about
getting started on research e.g. deciding on what questions to ask and
how to collect data etc. The site also provides a place where
practitioners can post findings from their own research and invite
comments from the Innovation Unit Community.
Please, e-mail Jacqui Hall <mailto:[log in to unmask]> ,
E-Learning facilitator for more information and to register for the
service.
________________________________
Research dialogue opportunities for teachers, leaders and those working
with schools
The DfES Innovation Unit
<http://www.standards.dfes.gov.uk/innovation-unit/communication/innovati
oncommunity/?version=1> has created a research service in its
"talk2learn" area of the NCSL website. The service aims to provide safe
online opportunities for practitioners, leaders and those working
directly with schools to discuss the implications from research in
relation to their own contexts, as well as the opportunity to ask
researchers questions about their work. The online service is supported
by Jacqui Hall, the e-learning facilitator for the Innovation Unit. To
participate in the discussions please e-mail Jacqui Hall
<mailto:[log in to unmask]> with brief contact details,
name and date of birth and she will send you your username and
password.
All data are treated in confidence and members' details will not be
added to any mailing lists.
________________________________
Dialogue opportunities in November
Evaluation of Aiming High:
<http://www.dfes.gov.uk/research/data/uploadfiles/RB801.pdf>
African Caribbean Achievement Project
<http://www.dfes.gov.uk/research/data/uploadfiles/RB801.pdf>
The evaluation report of Aiming High: African Caribbean Project
launched
by the DfES in 2003 has been published. The project focused on working
with school leaders to develop a whole school approach to raising the
achievement of African Caribbean pupils.
The evaluation found:
Aiming High successfully raised the standards of African Caribbean
pupils in some of the pilot schools, leading to a reduction in the
performance gaps. It also helped put race equality issues on the
schools' agendas, and enabled schools to include African Caribbean
achievement within mainstream school development plans to raise
attainment overall;
Practitioners are invited to join a discussion forum to consider the
implications of the research and share information and ideas about
improving teaching and learning for Black and Minority Ethnic pupils.
Teachers' workloads diary survey
<http://www.ome.uk.com/downloads/Revised%20Final%20Teacher%20report%2008
1006.pdf>
The annual survey of teachers' workloads has recently been published.
It
was based on seven day diary records of two thousand teachers in
primary, secondary and special schools in England.
Key findings from the survey:
Classroom teachers spent, on average, just over a third of their time
on
teaching activities, and just over a quarter of their time on lesson
planning and marking. Secondary class teachers spent more time marking
pupils' work and writing reports than primary class teachers. Primary
and secondary teachers spent 11 and 14 percent of their non-teaching
contact time with pupils and parents.
Practitioners are invited to join a discussion forum to consider the
findings and share information and ideas about how to make best use of
non contact time.
Recently published schools research
COI: DfES parents and public survey: 2005/06 findings (4 survey waves),
<http://www.dfes.gov.uk/research/data/uploadfiles/RW84.pdf> EdComs and
ICM Research
The Department commissioned a telephone tracking survey of 1000 members
of the public in England (half of whom were parents), to measure their
perceptions of education and children's services over a school year.
The survey was conducted in September 2005 (wave 1), December 2005
(wave
2), March 2006 (wave 3) and June 2006 (wave 4).
Key findings from the survey:
Discipline was thought to be the most important issue facing education
in all waves, and was cited by nearly a quarter of respondents (24%) in
June 2006.
The standards of primary, Further and Higher Education were viewed most
positively with over half of respondents considering them to be good or
very good. This compared with around only a third of respondents who
thought that secondary school provision was good or very good.
Pupil behaviour in schools was thought to be getting worse by over
three
quarters of respondents in September and December 2005 and June 2006.
________________________________
A systematic map into approaches to making initial teacher training
flexible and responsive to the needs of trainee teachers
<http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=780> (Individual
Training
EPPI-Centre review group)
This systematic review mapped 24 studies which looked at issues and
programmes related to providing flexible provision of initial teacher
training for trainee teachers.
Key findings from the review:
Mentoring was the most frequently used tool for making training
flexible
and responsive to individual training needs. Other methods included
providing trainees with feedback, flexible routes into teaching and
individual action plans.
The review identified a need for more evidence on how initial teacher
training can be made responsive to the individual needs and experience
of trainee teachers.
________________________________
A synthesis of the findings from the Centre for Research on the Wider
Benefits for Learning 1999-2006 (Centre for Research on the Wider
Benefits of Learning)
The Centre for Research on the Wider Benefits of Learning was
established in 1999. The Department recognised that the benefits and
purposes of learning go beyond economic productivity, and commissioned
the Centre to define the nature of these benefits and explore how they
might be used. This research brief brings together the findings from
the
first seven years of research.
Key findings in the research brief:
The importance of learning was found to be wide ranging, extending well
beyond qualifications and economic success. The wider effects of
school
and adult learning were in three main areas: health (for example
reduced
levels of adult depression for educational attainment of at least O'
level); crime and society; and the family including parental values and
aspirations for their children.
The wider benefits of learning also included the development of
personal
skills and attributes such as self efficacy and social and
communication
skills.
________________________________
An evaluation of the East Midlands Broadband Consortium
<http://www.nfer.ac.uk/research-areas/pims-data/summaries/evaluation-of-
the-east-midlands-broadband-consortium-phase-2.cfm> (NFER)
The East Midlands Broadband Consortium (embc) commissioned an
evaluation
of the impact of external connectivity on schools in the area i.e. the
ability to link computers in a school to other schools and the local
authority, as well as schools linking to information sources including
e-mail and web-conferencing. The study was based on case study visits
to ten primary and five secondary schools, and one special school.
Key findings from the evaluation
Staff felt that connectivity had:
* enriched and transformed the delivery of the curriculum;
* made the curriculum more interactive and enabled static diagrams
to be replaced by animated diagrams; and
* provided more opportunities for networking and for teachers to
keep up to date in their subject areas.
________________________________
Truancy in secondary school pupils: prevalence, trajectories, and pupil
perspectives. (University of the West of England and the University of
Reading) Article published in Research Papers in Education, volume 21,
number 4, December 2006
This study looked at the extent, consequences and explanations of
truancy in secondary schools. The work was based on interview data
from
700 young people aged 11-15 who have been tracked since 1994 as part of
the British Household Panel Survey.
Key findings from the study:
Truancy increased through the years of secondary education, until at
the
end of the first term of year 11, about 10% of young people said they
had truanted at least several times over the past year.
There was a degree of continuity in truancy and most year 11 truants
had
reported truancy in previous years.
Truancy was associated with much poorer outcomes in terms of GCSE
results, poorer participation in education post-16 and being unemployed
a few months after leaving school. There was also a strong association
between truancy and post compulsory education and unemployment for
young
people from low SES families.
Young people who reported truanting from school just once or twice were
associated with more negative outcomes (not staying on at school, no
GCSEs, or being unemployed) compared to young people who said they had
never taken unauthorised absence.
Follow up interviews with a small number (17) of young people who had
repeatedly missed school since year 9 through to the end of schooling
gave their main reason for skipping school as having poor relations
with
teachers. Other reasons given were a dislike of school as a social
setting and problems with other pupils.
________________________________
School Sport Partnerships
<http://www.ofsted.gov.uk/portal/site/Internet/menuitem.eace3f09a603f6d9
c3172a8a08c08a0c/?vgnextoid=52a9dfce5405e010VgnVCM1000003507640aRCRD>
A survey of good practice
<http://www.ofsted.gov.uk/portal/site/Internet/menuitem.eace3f09a603f6d9
c3172a8a08c08a0c/?vgnextoid=52a9dfce5405e010VgnVCM1000003507640aRCRD>
(Ofsted)
Ofsted has evaluated the government's Physical Education, School Sport
and Club Links (PESSCL) strategy since 2003. The latest report aimed to
identify good practice and to help partnerships, schools and clubs to
analyse their provision. The report was based on case study visits to15
primary schools and 12 secondary schools in 16 school sport
partnerships.
Key findings from the evaluation:
The School Sport Partnership Programme was helping to improve the
quality of provision in physical education and school sport,
particularly in primary schools.
In almost all cases, good communication between the primary subject
leader, the partnership development manager, the school sports
coordinator and the primary link teacher ensured that schools' and the
partnership's priorities were managed effectively.
Schools ensured that, wherever possible, all pupils were included in PE
and sports activities. Pupils with learning difficulties and
disabilities were encouraged to take part in all lessons and club
activities.
The schools involved in the programme had improved the quality and
range
of learning within PE and extra-curricular activities.
Schools had developed strong links with local sports clubs and sports
coaches in the community, giving pupils many more opportunities to play
sport outside school.
Although the visits focused on good practice, issues emerged in some
schools that needed to be addressed. These included insufficient time
allocated to sport at Key Stage 4, and few of the schools assessed
pupils systematically to record their progress and achievement .
________________________________
International research
Demand Sensitive Schooling? Evidence and issues (OECD)
This is the latest publication in the OECD's Schooling for Tomorrow
series. It examines the different aspects of the demand for schooling
in
terms of parents, pupils, the general public and employers' attitudes
towards schools as well as their expectations from the education
system.
The book is informed by OECD national country reports, which include
reviews of research. The country reports include England, Finland,
Denmark, Spain, Austria and Japan
________________________________
Forward Look
This section includes current research, recently commissioned research
and forthcoming research for publication.
Recently commissioned research
Leadership of Every Child Matters (NCSL)
The National College for School Leadership has recently commissioned an
exploratory study into how school leaders contextualise the principles
of Every Child Matters and the leadership of extended schools for their
local area. The project is being undertaken by the NFER and concludes
in
March 2007.
The research aims to explore how leaders align the ECM and Standards
'agendas' as defined by the raising of opportunities for both the
achievement and attainment of young people and to explore the degree to
which schools find ECM serves to complement efforts to raise
achievement.
The work will involve the production of a number of case studies of
schools in different contexts, one of which will include a children's
centre.
Current research
A life in the day of a headteacher - well-being project
<http://www.ncsl.org.uk/research/research_activities/research-researchac
tivities-wellbeing.cfm?CFID=3416053&CFTOKEN=27408652> (NCSL)
The NCSL is undertaking a study to investigate the working lives of
contemporary headteachers, including their work-life balance, and their
coping strategies.
In January 2007 the College will survey 2,500 headteachers as part of
the project. Participants will receive in return, a personalised
development profile. The profile is intended to help heads to identify
the pressures they face, the impact that these can have on their health
and work-life balance, and potential problem areas for personal
development.
The National Foundation for Educational Research has recently commenced
the following studies:
Research into the deployment and impact of support staff who have
achieved HLTA status
http://www.nfer.ac.uk/research-areas/pims-data/outlines/hlta-status.cfm
<http://www.nfer.ac.uk/research-areas/pims-data/outlines/hlta-status.cfm
>
The role of the Lead Member for Children's Services
http://www.nfer.ac.uk/research-areas/pims-data/outlines/member-for-child
rens-services.cfm
<http://www.nfer.ac.uk/research-areas/pims-data/outlines/member-for-chil
drens-services.cfm>
Engaging young people in local democracy
http://www.nfer.ac.uk/research-areas/pims-data/outlines/engaging-childre
n.cfm
<http://www.nfer.ac.uk/research-areas/pims-data/outlines/engaging-childr
en.cfm>
Recently commenced NFER research continued
Sixth form colleges salaries and numbers survey 2006
http://www.nfer.ac.uk/research-areas/pims-data/outlines/sixth-form-colle
ges.cfm
<http://www.nfer.ac.uk/research-areas/pims-data/outlines/sixth-form-coll
eges.cfm>
Developing guidelines on the preparation of local authority
publications
http://www.nfer.ac.uk/research-areas/pims-data/outlines/developing-guide
lines-on-the-preparation-of-local-authority-publications.cfm
<http://www.nfer.ac.uk/research-areas/pims-data/outlines/developing-guid
elines-on-the-preparation-of-local-authority-publications.cfm>
Evaluation of aspects of the work of Mudiad Ysgolion Meithrin (Welsh
Playgroups Association)
http://www.nfer.ac.uk/research-areas/pims-data/outlines/evaluation-of-as
pects.cfm
<http://www.nfer.ac.uk/research-areas/pims-data/outlines/evaluation-of-a
spects.cfm>
Research which will be published in next three months
The following studies commissioned by 'Creative Partnerships' will be
published shortly.
Rhetorics of Creativity (Andrew Burn & Shakuntala Banaji, Institute of
Education, London)
This report looks at the core concept of creativity. It aims to help
those involved in creative programmes to get a more informed
understanding of how the term is used. It also looks at good practice
in planning and evaluating creative activities in education.
Youth Voice (Sara Bragg, Open University)
This literature survey looks at how and why young people can or should
be consulted. It looks at reasons why young learners should be listened
to in relation to encouraging creativity.
Whole School Change (Pat Thomson, Nottingham University)
This study looks at the reasons why people engage in school change and
the main processes describing how such change occurs. It offers a
serious and robust review of change theory and should be of use to all
of us with ambitions to effect structural and systemic change.
________________________________
Research digests written for practitioners
Walsall Educational Support Team for looked after children
<http://66.102.9.104/search?q=cache:KnACM_QZujYJ:www.renewal.net/Documen
ts/RNET/Case%20Study/Walsalleducationalsupport.doc+Walsall+Educational+S
upport+Team+for+looked+after+children&hl=en&gl=uk&ct=clnk&cd=3>
(Neighbourhood Renewal Unit)
This case study written for practitioners illustrates a co-ordinated
and
sustained effort by the Walsall Educational Support Team to raise the
achievement of looked after children (LAC) in the borough.
This initiative in Walsall tackled the problem of educational
underachievement among looked after children in a number of ways,
including :
bringing more LAC of school age back into placements within the borough
reducing the time LAC spent out of schooling
increasing support both within and outside school
challenging low expectations of LAC through staff training, setting
high
targets with regular monitoring and implementing an excellence award
scheme
increasing co-ordination and co-operation between services
The digest was produced by the 'Centre for the Use of Research and
Evidence in Education <http://www.curee-paccts.com/index.jsp> ' (CUREE)
________________________________
Research publications for practitioners
Recruiting headteachers and senior leaders. Seven steps to success
<http://www.ncsl.org.uk/research/research_activities/recruitingleaders/i
ndex.cfm> (NCSL)
This study found that schools which followed a seven stage process to
recruiting heads and senior leaders - tended to be successful in
recruiting staff who fitted their school well. The publication
includes
practical tools for governors to support them in the process of
recruiting senior staff.
This work was completed on behalf of The National College for School
Leadership by a consortium led by The Hay Group that included The
National Association of Head Teachers (NAHT), the Eastern Leadership
Centre and the University of Cambridge.
A printer-friendly version (11 pages) of the newsletter is
attached in a word file. DfES research can be accessed through
www.standards.dfes.gov.uk/research
________________________________
This monthly newsletter is supported by the DfES Innovation Unit
and the Office of the Chief Adviser on School Standards. It is
intended
to help keep policy staff, practitioners, teacher educators and others
with an interest in education up to date with newly published research,
forthcoming events, and research for practice news.
The Department does not take responsibility for the content of
the newsletter. If you would like to be added to/removed from the
circulation list please email [log in to unmask]
<mailto:[log in to unmask]>
The electronic version of the newsletter contains links to each
document. The newsletter can be viewed online on The Research Informed
Practice Site (TRIPS) www.standards.dfes.gov.uk/research
<http://www.standards.dfes.gov.uk/research> . TRIPS is sponsored by the
DfES Innovation Unit (2)
|
