Research that reviews how a national process of education reform for children aged 3-18 was under way and revision of the existing curriculum guidance for children aged three to five was being considered.
The review aims to point to examples, raise issues and look critically at evidence but makes no claims to be exhaustive.
The aim of this evaluation was to measure the effectiveness of play@home in meeting its key programme outcomes (for babies, toddlers and pre-school age children) namely, improved:
- physical activity and motor skills
- cognitive and social development
- parent-child bonding.
play@home is a physical activity promotion programme for children from birth to five years which promotes interaction and loving touch to encourage bonding between parent and child. It has been developed on the philosophy that parents and carers are children's first educators.
Enquire is the Scottish advice service for additional support for learning. The publications section contains leaflets, guides, factsheets, newsletters and briefing papers.
A digital archive of all documents published electronically by government and related bodies in the area of education. The IOE library has always collected this material in both print and electronic format. Its aim is the permanent preservation of all electronic publications on education.
Presents new evidence on the causal impact of education on crime, by considering a large expansion of the UK post-compulsory education system that occurred in the late 1980s and early 1990s.
This good practice guide is based on research conducted in 2008 to explore the extent of service user and carer involvement in the higher and further education sectors in west and southeast Scotland.
Review of the evidence on whether educational attainment can be raised by focusing interventions on changing attitudes of parents and children.
This article provides evidence that, in the field of education, Gypsy, Roma and Traveller communities suffer manifestly unequal outcomes. Drawing particularly on the authors’ first hand experience of working to advance educational equality for these communities in one area of London, the article explores some of the reasons why this is the case, highlighting the day-to-day experiences of Gypsy, Roma and Traveller families.
Educational performance appears to be one of the main barriers which stop people moving out of poverty. Yet studies indicate that poorer children are still failing to achieve their educational potential.
This briefing paper looks at the importance of education for social mobility.