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.
This review aims to inform both the policy and the research debates about the relationship between the organisation, management and framework for initial teacher education and its quality. It aims to inform the policy debate by providing an analytical, but accessible, international review of the evidence about, and approaches to, the impact of structures on quality. Further, it aims to support the development of practice by offering a systematic survey of international perspectives on the relationship between structures and quality.
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.
Pamphlet arguing that the complexities of modern society mean that the learner has to be placed at the centre of education. It proposes personalised learning as a way of achieving this and explains how education and other public services can be transformed so that they offer genuinely personalised services.
Report asking what kind of teacher professionalism is needed in order to give children the best education and investigating the stress and sense of diminished professionalism that teachers across the English education system often report with a view to enabling teachers to better understand the forces which affect their professional lives.
Paper assessing the effectiveness of the teachers continuing professional development resource, Teachers' TV, in the context of how teachers learn and the barriers to teachers' learning.
Report assessing the threats and opportunities technology holds for universities. It argues that technology is making universities just one source among many of knowledge and ideas but that, through their institutional capital, universities can also harness technology to offer more flexible provision and open up more avenues into higher education.
Report presenting the findings from annual inspections of childcare, children's social care, local authority services for children, schools, colleges, initial teacher education, adult learning, provision for young people in secure accommodation and the Children and Family Court Advisory and Support Service in England.