Teaching Approaches to Promote Consistent ... - Learning Wales

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RESEARCHTeaching Approaches to Prom
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ContentsPageExecutive Summary 4Chap
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Executive SummaryIntroductionThis r
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• interviews were carried out wit
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ImplicationsThere are three keys ar
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could be enabled to reach their pot
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Chapter 2 Literature review2.0 Intr
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can all be seen as falling within t
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2.2.3 Ability groupingIn spite of m
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found that students’ orientation
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2.2.8 Special programmes and withdr
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Desforges’ (2003) conclusion is t
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learning was greater than their own
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2.4.2 Gender and assessmentResearch
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• School-level leadership issues
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achievement, each of the case study
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3.2.2 Procedures for data collectio
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There is a considerable level of ec
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children. By having some focus grou
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and varying across sex in each scho
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There were, however, interesting di
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“The NNS and NLS improved subject
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“People feel safe with number wor
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might exist to account for reaching
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“Mental work…problem solving…
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Chapter 5 The influence of school p
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National statistics do not really s
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Finding 17: With very few exception
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consolidate what had been learnt. I
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classes. In these schools there was
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The points she was making were that
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In the present research, different
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support mechanisms are used. There
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5.3 SummaryHead teachers had a clea
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She commented that“It’s difficu
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6.2.1 Cross-curricular linksThe str
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parents at the start of each half o
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6.2.4 Links between learning tasks
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6.3.2 Integration of social and edu
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6.3.3 Differentiation and support f
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haven’t tried..” to being told
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“Both boys and girls aware that t
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to be some assumptions in which non
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Chapter 7 Conclusion and implicatio
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number of schools dropped further t
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leaders, they need to be able to an
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Targets are a factor, in the tenden
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• Considering the nature of inter
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Brookhart, S. and de Voge, J. (1999
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Research evidence in education libr
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Youth with Emotional/ Behavioral Di
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Aims and research questionsThe main
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Appendix 2Long List of Schools from
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English Betterhigh FSM 1 Leeds 60 6
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Appendix 3Head teacher Interview pr
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Differences between year groupsGend
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How does it relate to NLS2. Teachin
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Use of LSA or equivalentSENCOUseful
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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 and 160: 20 Would you talk about how curricu
Page 161 and 162: 22 How would you describe the seati
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: How are they different?How are they
Page 173 and 174: 10. When was your last homework in
Page 175 and 176: 3. Think of materials you use and t
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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
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