evidence summary

Systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs

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 literature review on the perceptions of ways in which support staff work to support pupils’ social and academic engagement in primary classrooms (1988–2003)

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.

Synthesis of research addressing children’s, young people’s and parents’ views of walking and cycling for transport

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.

Systematic rapid evidence assessment : the effectiveness of interventions for people with common mental health problems on employment outcomes

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 rapid evidence assessment : interventions to improve the coordination of service delivery for high cost high harm household Units (HCHHHU)

Between June and August 2006 the EPPI–Centre and the Government Social Research Unit completed a Systematic Rapid Evidence Assessment (SREA) for HM Treasury. The aim of the assessment was to find out whether, for families with persistent multiple problems spanning more than one generation, improving the coordination of service delivery improves family outcomes. This systematic review was published by EPPI-Centre in 2011.

Systematic literature review on the perceptions of ways in which teaching assistants work to support pupils’ social and academic engagement in secondary classrooms (1988–2005)

There is a widely held belief that teaching assistants (TAs) lighten teachers’ workloads, support learning and increase the level of pupil engagement, thus securing inclusion for pupils with special needs and raising standards. The National Agreement on workforce reform sets out plans to free teachers to focus on teaching and learning, and to develop the roles of TAs in schools; new teachers need to be prepared for working as part of a team. This requires information about the current roles of teaching assistants, and where they are most effective.

Systematic literature review on how training and professional development activities impact on teaching assistants’ classroom practice (1988-2006)

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.