education

This topic is included in the EPPI-Centre knowledge library. The Knowledge Pages facility enables users to search for the key messages within specific subject areas to which EPPI-Centre reviews have contributed.

This page contains the findings of systematic reviews undertaken by review groups linked to the EPPI-Centre. The findings are taken from a systematic review of research to assess what is known about the effectiveness of different strategies relevant to supporting children with EBD in mainstream primary classrooms. The aim is to facilitate teaching and learning for all pupils.The review is based on studies published up to 1999. A subsequent review searched the literature from 1999 to 2002, but found no conclusive results. This topic is included in the EPPI-Centre knowledge library.

This page contains the findings of systematic reviews undertaken by review groups linked to the EPPI-Centre. STS approaches are sometimes referred to as context-based or applications-led approaches. This topic is included in the EPPI-Centre knowledge library. The Knowledge Pages facility enables users to search for the key messages within specific subject areas to which EPPI-Centre reviews have contributed.

This page contains the findings of systematic reviews undertaken by review groups linked to the EPPI-Centre. Systematic reviews of both quantitative and qualitative studies have investigated the effect of paid adult support in classrooms. One review used the term 'paid adult support'; another used the term 'teaching assistants' (TAs).

This page contains the findings of systematic reviews undertaken by review groups linked to the EPPI-Centre. This topic is included in the EPPI-Centre knowledge library. The Knowledge Pages facility enables users to search for the key messages within specific subject areas to which EPPI-Centre reviews have contributed.

The purpose of this review is to establish what research is available on the effect of modes of travel on children's mental health and cognitive and social development, and the potential for further research. This systematic review was published by EPPI-Centre in 2001 .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.

This review, prompted by the burgeoning of testing in many countries in the 1990s, aims to identify the impact of summative assessment and testing on students' motivation for learning. This systematic review was published by EPPI-Centre in 20 .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 focus of this review is on the reduction of gender-stereotypical constructions among pupils in primary schools. This systematic review was published by EPPI-Centre in 2002 .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.

Many different strategies for teachers to support children have been advocated. This review considers which of these strategies are effective, for whom, and in what circumstances. It also aims to identify way to support trainee teachers to use such strategies. It updates an earlier review on this topic and focuses in depth on strategies evaluated in the UK. This systematic review was published by EPPI-Centre in 2003.

Supporting children who are deemed to have 'emotional or behavioural difficulties' (EBD) or 'social, emotional and behavioural difficulties' (SEBD) within mainstream classrooms raises interesting issues for the intersection of behaviour management policies, inclusive schooling and the drive for raising academic standards. This review assesses the effectiveness of different strategies for supporting children with EBD in mainstream primary classrooms in ways that facilitate teaching and learning for all children. This systematic review was published by EPPI-Centre in 2003.