Can changing aspirations and attitudes impact on educational attainment? A review of interventions
Review of the evidence on whether educational attainment can be raised by focusing interventions on changing attitudes of parents and children.
Review of the evidence on whether educational attainment can be raised by focusing interventions on changing attitudes of parents and children.
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 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 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.
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.
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.
The aim of the review was to find out the types of classroom-based interventions which improve the educational achievement of pupils identified as gifted and talented. This systematic review was published by EPPI-Centre in 2008. 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 research team wished to establish what approaches to measuring children’s education, health and wellbeing outcomes existed in countries with high-performing education systems and how these measurements were used. This systematic review was published by EPPI-Centre in 2009.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.
Block scheduling is one approach to school scheduling. It typically means that students have fewer classes (4-5) per day, for a longer period of time (70-90 minutes). There are three main types of block schedule investigated in this review. This systematic review was published by EPPI-Centre in 2010.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 systematic review was commissioned to address the question: What do we know about the relationship between childhood obesity and educational attainment, from the research literature? The 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.