Teaching Approaches to Promote Consistent ... - Learning Wales

More documents

Recommendations

Info

21 How would you describe the seating arrangement in mathematics activities?Open-ended reply:Prompts:Please ensure that the teacher has the opportunity <strong>to</strong> talk aboutAny policy on mixed / single sex tables?Pupil choice or teacher choice?Pupil responses.159
22 How would you describe the seating arrangement in English activities?Open-ended reply:Prompts:Please ensure that the teacher has the opportunity <strong>to</strong> talk aboutAny policy on mixed / single sex tables?Pupil choice or teacher choice?Pupil responses.160
Page 1 and 2:
RESEARCHTeaching Approaches to Prom
Page 3 and 4:
ContentsPageExecutive Summary 4Chap
Page 5 and 6:
Executive SummaryIntroductionThis r
Page 7 and 8:
• interviews were carried out wit
Page 9 and 10:
ImplicationsThere are three keys ar
Page 11 and 12:
could be enabled to reach their pot
Page 13 and 14:
Chapter 2 Literature review2.0 Intr
Page 15 and 16:
can all be seen as falling within t
Page 17 and 18:
2.2.3 Ability groupingIn spite of m
Page 19 and 20:
found that students’ orientation
Page 21 and 22:
2.2.8 Special programmes and withdr
Page 23 and 24:
Desforges’ (2003) conclusion is t
Page 25 and 26:
learning was greater than their own
Page 27 and 28:
2.4.2 Gender and assessmentResearch
Page 29 and 30:
• School-level leadership issues
Page 31 and 32:
achievement, each of the case study
Page 33 and 34:
3.2.2 Procedures for data collectio
Page 35 and 36:
There is a considerable level of ec
Page 37 and 38:
children. By having some focus grou
Page 39 and 40:
and varying across sex in each scho
Page 41 and 42:
There were, however, interesting di
Page 43 and 44:
“The NNS and NLS improved subject
Page 45 and 46:
“People feel safe with number wor
Page 47 and 48:
might exist to account for reaching
Page 49 and 50:
“Mental work…problem solving…
Page 51 and 52:
Chapter 5 The influence of school p
Page 53 and 54:
National statistics do not really s
Page 55 and 56:
Finding 17: With very few exception
Page 57 and 58:
consolidate what had been learnt. I
Page 59 and 60:
classes. In these schools there was
Page 61 and 62:
The points she was making were that
Page 63 and 64:
In the present research, different
Page 65 and 66:
support mechanisms are used. There
Page 67 and 68:
5.3 SummaryHead teachers had a clea
Page 69 and 70:
She commented that“It’s difficu
Page 71 and 72:
6.2.1 Cross-curricular linksThe str
Page 73 and 74:
parents at the start of each half o
Page 75 and 76:
6.2.4 Links between learning tasks
Page 77 and 78:
6.3.2 Integration of social and edu
Page 79 and 80:
6.3.3 Differentiation and support f
Page 81 and 82:
haven’t tried..” to being told
Page 83 and 84:
“Both boys and girls aware that t
Page 85 and 86:
to be some assumptions in which non
Page 87 and 88:
Chapter 7 Conclusion and implicatio
Page 89 and 90:
number of schools dropped further t
Page 91 and 92:
leaders, they need to be able to an
Page 93 and 94:
Targets are a factor, in the tenden
Page 95 and 96:
• Considering the nature of inter
Page 97 and 98:
Brookhart, S. and de Voge, J. (1999
Page 99 and 100:
Research evidence in education libr
Page 101 and 102:
Youth with Emotional/ Behavioral Di
Page 103 and 104:
Aims and research questionsThe main
Page 105 and 106:
Appendix 2Long List of Schools from
Page 107 and 108:
English Betterhigh FSM 1 Leeds 60 6
Page 109 and 110: Appendix 3Head teacher Interview pr
Page 111 and 112: Differences between year groupsGend
Page 113 and 114: How does it relate to NLS2. Teachin
Page 115 and 116: Use of LSA or equivalentSENCOUseful
Page 117 and 118: To be completed alone or collaborat
Page 119 and 120: Other.9. Policy on c.p.d.Open ended
Page 121 and 122: Strengths with possible Level 4 pup
Page 123 and 124: Other.5. Opportunities for learning
Page 125 and 126: 2. How does the school promote cons
Page 127 and 128: 126
Page 129 and 130: Same/different across Ys 3-6 in KS2
Page 131 and 132: Open-ended reply:Do all ability lev
Page 133 and 134: D Practice of role as subject co-or
Page 135 and 136: MixtureWhole classSmall groupPaired
Page 137 and 138: 20 Have there been any changes in t
Page 139 and 140: Types of interventionTargeted teach
Page 141 and 142: Appendix 4Interview schedule: Teach
Page 143 and 144: Open ended reply:Prompts about spec
Page 145 and 146: 4 How do you feel about your own En
Page 147 and 148: C School policy and practice: Relev
Page 149 and 150: 10 How would you describe patterns
Page 151 and 152: 12 What steps have you taken to ena
Page 153 and 154: 14 Would you describe how you plan
Page 155 and 156: 16 (To Y6 Teachers only) How would
Page 157 and 158: 18 (Y6 only) How do you feel about
Page 159: 20 Would you talk about how curricu
Page 163 and 164: 22 To what type of feedback do you
Page 165 and 166: Appendix 5 Pupil focus groups.A. Ba
Page 167 and 168: C. Classroom teaching approaches: 1
Page 169 and 170: How are they different?How are they
Page 171 and 172: In mathematics?Encouragement / reas
Page 173 and 174: 10. When was your last homework in
Page 175 and 176: 3. Think of materials you use and t
Page 177 and 178: 176
Page 179 and 180: ListPrompts.Intellectual demand?Pup
Page 181 and 182: General observation. . PromptsAmoun
Page 183 and 184: 4. Classroom environment, including
Page 185 and 186: 3. Tasks and activities in main par
Page 187 and 188: 6. What social skills did pupils pr
Page 189 and 190: To boys - examples?To girls - examp
Page 191 and 192: 5. Responses of boys and girls to t
show all

Teaching Approaches to Promote Consistent ... - Learning Wales

Create successful ePaper yourself

Delete template?

Save as template?