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Feb 2008
How have five years of the National Numeracy Strategy affected Year 5 pupils’ written division calculations?
Julia Anghileri, University of Cambridge, UK

How have five years of the National Numeracy Strategy affected Year 5 pupils’ written division calculations? Oxford Review of Education Vol.32, No. 3, July 2006, pp.363-380 Julia Anghileri, University of Cambridge, UK England;Primary schools;Numeracy;Gender;Teaching and learning Wed, 13 Feb 2008 09:30:14 What strategies did pupils use in m...

http://www.standards.dfes.gov.uk/ research/ themes/ Mathematics/ howhavefiveyears/

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Jan 2008
How teachers respond to children’s eye gaze
Doherty-Sneddon, G. and Phelps, F. G.

How teachers respond to children’s eye gaze . How teachers respond to children s eye gaze Gaze aversion (GA) is a potentially useful cue during teaching and learning interactions. What are the implications? In completing this digest the author began to ask the following questions about the implications for teachers and school leaders: Tea...

http://www.standards.dfes.gov.uk/ research/ themes/ thinkingskills/ howteachers/

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Jan 2008
Nurturing gifted and talented children at Key Stage 1
Koshy, V.; Mitchell, C.; and Williams, M.

Nurturing gifted and talented children at Key Stage 1. Younger gifted and talented (G & T) children often go unidentified or are not identified early enough. Available at: http://www.standards.dfes.gov.uk/research/themes/inclusion/emotionalsupport/ [Accessed: 10/07/07] Other resources: G & T in a nutshell (The National Academy of Gifted...

http://www.standards.dfes.gov.uk/ research/ themes/ giftedandtalented/ nurturinggifted/

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Sep 2007
Sustaining pupil engagement in literacy lessons
Powell, R., McIntyre, E., & Rightmyer, E. (2006)

Sustaining pupil engagement in literacy lessons. Sustaining pupil engagement in literacy lessons How can teachers keep pupils on-task during literacy lessons? This study is likely to interest not only teachers of literacy, but any teacher wanting to enhance the teaching and learning that goes on in their classrooms.

http://www.standards.dfes.gov.uk/ research/ themes/ English/ sustainingpupil/

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Jun 2007
The effects of using cognitive strategies on children’s reading comprehension
Takala, M., University of Helsinki, Finland

The effects of using cognitive strategies on children’s reading comprehension. What cognitive strategies can be used to enhance pupils reading comprehension skills? [ Original title: The effects of reciprocal teaching on reading comprehension in mainstream and special (SLI) education] Takala, M., University of Helsinki, Finland Mon, ...

http://www.standards.dfes.gov.uk/ research/ themes/ English/ Thecomprehension/

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Jun 2007
Helping children think: deliberately averting your gaze as a learning strategy
Phelps, F. G.; Doherty-Sneddon, G.; and Warnock, H.

Helping children think: deliberately averting your gaze as a learning strategy . Helping children think: deliberately averting your gaze as a learning strategy Gaze aversion, which is the act of looking away from something, has been found to benefit adults when dealing with difficult problem-solving activities. The researchers wanted to see whe...

http://www.standards.dfes.gov.uk/ research/ themes/ thinkingskills/ Helpingstrategy/

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May 2007
How are pupils’ working memory skills linked to their mathematical abilities?
Holmes, Joni and Adams, John W.

How are pupils’ working memory skills linked to their mathematical abilities? She spends 1.20 on a book. How much money has she got left from the 2.00?

http://www.standards.dfes.gov.uk/ research/ themes/ Mathematics/ memoryskills/

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Mar 2007
Supporting students through behaviour improvement programmes
Study 1: Halsey, K., Gulliver, C., Johnson, A., Martin, K., Kinder, K.

Supporting students through behaviour improvement programmes. What effect have behaviour improvement programmes had on behaviour and attendance? In addition evidence from the PBAP indicated some improvement in pupils learning.

http://www.standards.dfes.gov.uk/ research/ themes/ behaviour/ Supportingstudents/

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Mar 2007
What impact does socio-economic status have on children's reading?
Clark, C. & Akerman, R.

What impact does socio-economic status have on children's reading? Other research (Parson and Bynner 2002 click to Where can I find out more?

http://www.standards.dfes.gov.uk/ research/ themes/ English/ reading/

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Jan 2007
Improving the quality of pupils’ talk and thinking during group work
Sutherland, Julia (2006)

Improving the quality of pupils’ talk and thinking during group work. How did teachers improve the quality of pupils talk and thinking during group work? One of the biggest challenges the teachers felt they faced was being able to guide pupils towards using the kind of talk that would develop their understanding, without dominating the di...

http://www.standards.dfes.gov.uk/ research/ themes/ English/ improvingthequality/

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