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Full-Text Articles in Education
Teaching Games For Understanding (Tgfu); A Model For Pre Service Teachers, Gregory J. Forrest, Paul I. Webb, Philip J. Pearson
Teaching Games For Understanding (Tgfu); A Model For Pre Service Teachers, Gregory J. Forrest, Paul I. Webb, Philip J. Pearson
Faculty of Education - Papers (Archive)
Teaching Games for Understanding (TGfU) has been present in the Australian sporting community for the last ten years and more recently as the focus of physical education lessons in some Australian schools’ curriculum, especially in NSW. However, the effectiveness of TGfU as a teaching method is limited by the skill of its practitioners in developing the appropriate games and questions to generate understanding opportunities for their students. If practitioners do not develop these skills, there may be limited opportunities for their students to gain skills in critical analysis, deep knowledge and deep understanding, essential in any productive pedagogy.
Scaffolding Numeracy: Pre-Service Teachers' Perspective, Irina M. Verenikina, Mohan Chinnappan
Scaffolding Numeracy: Pre-Service Teachers' Perspective, Irina M. Verenikina, Mohan Chinnappan
Faculty of Education - Papers (Archive)
Scaffolding has become increasingly popular as it provides teachers with an appealing alternative to traditional classroom techniques of teaching. Recent research identified a number of different ways that scaffolding can be used in the classroom to improve students’ numeracy levels in primary schools. However, despite the importance of scaffolding, pre-service teachers experience difficulties in understanding the complex techniques of scaffolding and often fail to make connections between theoretical explanations and their practical use. This paper examines current perceptions of scaffolding by a cohort of pre-service teachers, both in its conceptual framework and its practical implications to teaching in the classroom, …
Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): The Effectiveness Of Primary Schools In England In Key Stage 2 For 2002, 2003 And 2004, Edward Melhuish, Helena Romaniuk, Pam Sammons, Kathy Sylva, Iram Siraj-Blatchford, Brenda Taggart
Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): The Effectiveness Of Primary Schools In England In Key Stage 2 For 2002, 2003 And 2004, Edward Melhuish, Helena Romaniuk, Pam Sammons, Kathy Sylva, Iram Siraj-Blatchford, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This research brief reports the results of value added multilevel models to investigate pupil progress during Key Stage 2, controlling for prior attainment and other background factors, for all schools in England over a three year period (2002-4). These models build upon existing work on school effectiveness undertaken by DfES/Ofsted and others by incorporating further area-level variables, examining gender by ethnicity interactions and exploring differential effectiveness of primary schools for pupils with different levels of ability. The work is part of the wider Effective Pre-school and Primary Education 3-11 (EPPE 3-11) project which is studying the development and attainment of …
Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Variations In Teacher And Pupil Behaviours In Year 5 Classes, Pam Sammons, Brenda Taggart, Iram Siraj-Blatchford, Kathy Sylva, Edward Melhuish, Sofka Barreau
Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Variations In Teacher And Pupil Behaviours In Year 5 Classes, Pam Sammons, Brenda Taggart, Iram Siraj-Blatchford, Kathy Sylva, Edward Melhuish, Sofka Barreau
Faculty of Social Sciences - Papers (Archive)
The EPPE 3-11 Project builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project, which was the first major longitudinal study in Europe to investigate the impact of pre-school provision on a national sample of young children, tracing their development between the ages of 3 and 7 years. EPPE 3-11 follows the same sample of 2500 plus children to age 11 years, the end of Key Stage 2 (KS2). This research brief reports the results of detailed observations of practice conducted in 125 Year 5 classes attended by EPPE children, and measures the variation in teachers' …
The Impact Of Pre-School On Children's Development: Using Research To Inform Policy, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
The Impact Of Pre-School On Children's Development: Using Research To Inform Policy, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
Presentation made at The Final Workshop for Evidence-based Policy Research in Education, 6-7 July 2006, London, United Kingdom
The Effective Pre-School Provision In Northern Ireland [Eppni] Project: Summary Report 1998-2004, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
The Effective Pre-School Provision In Northern Ireland [Eppni] Project: Summary Report 1998-2004, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
The Effective Pre-school Provision in Northern Ireland (EPPNI) project investigated the effects of pre-school education and care on children's development for children aged 3-8 years old. The EPPNI team collected a wide range of information on over 800 children who were studied longitudinally until the end of Key Stage 1. Data were collected on children's developmental profiles (at ages 3, 4, 5, 6, 7, and 8 years), background characteristics related to their parents, the child's home learning environment, and the pre-school settings children attended. Eighty pre-school settings were drawn from a range of providers (nursery schools/classes, playgroups, private day nurseries, …