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 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 aim of this review was to find research evidence which considered how providers of initial teacher training might provide flexible and responsive training for trainee teachers. 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 page contains the findings of systematic reviews undertaken by review groups linked to the EPPI-CentreThis 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.
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.
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 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.