education

Impact of paid adult support on the participation and learning of pupils in mainstream schools

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.

What is the impact of out-of-home integrated care and education settings on children aged 0-6 and their parents?

The review aims to address a topical policy issue in the UK, that is the research evidence on the impact on children and their parents of the integration of care and education in the early years. 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.

Systematic review of the impact of citizenship education on the provision of schooling

The policy framework for citizenship education identifies three broad educational aims: the moral and social development of students, political literacy and community involvement. The review aims to inform the way in which citizenship education is implemented in schools, particularly in relation to curriculum content, pedagogy, leadership and management, school ethos and community relations. This systematic review was published by EPPI-Centre in 2004.

Systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches

There is a statutory requirement on mainstream schools to provide effective learning opportunities for all pupils by setting suitable learning challenges, responding to pupils' diverse learning needs and overcoming potential barriers to learning and assessment. While research has sought to establish the effectiveness of particular pedagogies or the impact of school actions on pupil participation, there has been no prior systematic review that can answer the question of which pedagogical approaches can effectively include children with SEN aged 7-14 in mainstream classrooms.

Systematic review of what pupils, aged 11–16, believe impacts on their motivation to learn in the classroom

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.

Systematic review of the impact of citizenship education on student learning and achievement

This review explores the impact of citizenship education on student learning and achievement, and aims to identify the implications for teacher education, policy and practice. 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.

Impact of population inclusivity in schools on student outcomes

The growth in the number of pupils with special educational needs (SEN) being placed in mainstream schools has raised concerns about the potential negative impact of this policy on the achievement of their peers without SEN. This systematic review was published by EPPI-Centre in 2006. 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.

Systematic review of the contribution of art education to cultural learning in learners aged 5–16

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.

What are the factors that drive high post-16 participation of many minority ethnic groups, and what strategies are effective in encouraging participation? : a systematic map, and a focused review of the international intervention studies

The overall aim of this review was to attempt to determine the factors that drive high post-16 participation of many minority ethnic groups, through a scoping of the research literature and an in-depth review focusing on interventions. 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.

Learning skills and the development of learning capabilities

The key aim of this review was to support current policy initiatives: specifically to support the development of personalised learning by identifying teaching and learning strategies which actively engage and challenge learners, which develop their ability to focus on their learning skills and their capability to take ownership of their own progress. A second aim was to identify evidence from research which helps teachers to understand not just what works in terms of specific teaching approaches in specific contexts but why different approaches are successful.