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 published by EPPI-Centre in 2011.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.
The initial review question used to explore and map the research literature was: What is the impact (both measured and perceived) of training on primary and secondary Teaching Assistants (TAs) and their ability to support pupils’ learning and engagement?
This systematic review was published by EPPI-Centre in 2007. 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.
Research brief that presents the interim findings of the research based on evidence from a census survey of LADOs in 2011. The survey collected data on allegations of abuse made against teachers, non-teaching staff in schools and further education (FE) teachers referred to LADOs in the period 1st April 2009 to 31st March 2010.
Questions explored the number and nature of allegations referred, investigative action taken, time taken to conduct investigations and outcomes.
This guide draws on findings from SCIE’s 'Knowledge review 10: The learning, teaching and assessment of partnership work.
This guide focuses on learning, teaching and assessing law in social work education. It is not the purpose of the guide to prescribe law curriculum content. Rather, its purpose is to set out the key choices that those engaged in learning, teaching and assessing law must consider. This is followed by examples of how that learning, teaching and assessment might be enriched, for example through the involvement of experts by experience, or the use of case studies.
Report that illustrates and evaluates the features of best practice in safeguarding, based on inspection evidence from the 19% of all maintained primary, secondary and special schools, residential special schools and pupil referral units inspected between September 2009 and July 2010 where safeguarding had been judged outstanding.
It also draws on a more detailed analysis and evaluation of safeguarding practice in a small sample of outstanding schools visited by Her Majesty’s Inspectors.
This resource guide examines aspects of assessment in social work and goes on to consider teaching and learning of assessment.
This resource is the website for the Centre for Evidence Based Mental Health (CEBMH). It aims to promote and support the teaching and practice of evidence based mental healthcare.
Collection of papers focusing on how the role of the professional will develop in the future. It looks at the ways professionalism is changing and evolving in various sectors such as policing, teaching, children's services and the voluntary sector.