learning styles

Strategic review of learning provision for children and young people with complex additional support needs.

The report is structured in two parts. This first part highlights the key messages and the second part details the main findings and recommendations. Case studies demonstrate that getting the right help at the right time in the right place does make a real difference to the lives of children and young people with complex additional support needs and their families.   

This page describes the learning from EPPI-Centre involvement in workshops on systematic review techniques PHASE. This topic is included in the EPPI-Centre knowledge library. The Knowledge Pages facility enables users to search for the key messages within specific subject areas to which EPPI-Centre reviews have contributed.

This page contains the findings of systematic reviews undertaken by review groups linked to the EPPI-Centre. This topic is included in the EPPI-Centre knowledge library. The Knowledge Pages facility enables users to search for the key messages within specific subject areas to which EPPI-Centre reviews have contributed.

This review, prompted by the burgeoning of testing in many countries in the 1990s, aims to identify the impact of summative assessment and testing on students' motivation for learning. This systematic review was published by EPPI-Centre in 20 .Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.

This review aims to determine the effectiveness of PDP in higher education. The systematic review was published by EPPI-Centre in 2003. Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.

Many different strategies for teachers to support children have been advocated. This review considers which of these strategies are effective, for whom, and in what circumstances. It also aims to identify way to support trainee teachers to use such strategies. It updates an earlier review on this topic and focuses in depth on strategies evaluated in the UK. This systematic review was published by EPPI-Centre in 2003.

Supporting children who are deemed to have 'emotional or behavioural difficulties' (EBD) or 'social, emotional and behavioural difficulties' (SEBD) within mainstream classrooms raises interesting issues for the intersection of behaviour management policies, inclusive schooling and the drive for raising academic standards. This review assesses the effectiveness of different strategies for supporting children with EBD in mainstream primary classrooms in ways that facilitate teaching and learning for all children. This systematic review was published by EPPI-Centre in 2003.

To date, no systematic review of international literature has been conducted that has focused on the key question of whether and how support staff in classrooms have an impact on pupils' learning and participation in schools and classrooms. Put simply, is there evidence that pupils learn and participate more effectively in mainstream schools when support staff are present in classrooms? This systematic review was published by EPPI-Centre in 2003.

This systematic review was commissioned by the Teacher Training Agency in order to contribute to such an evidence base. This systematic review was published by EPPI-Centre in 2004. Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.

This systematic review was published by EPPI-Centre in 2005. Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.