Action Research for School Improvement: Studies on Able, Gifted and Talented Learners, Homework and White Working-Class Pupils

Sonst. Personen	Riggall, Anna (Hrsg.); Churches, Richard (Hrsg.); Elwick, Alex (Hrsg.)
Institution	CfBT Education Trust (United Kingdom)
Titel	Action Research for School Improvement: Studies on Able, Gifted and Talented Learners, Homework and White Working-Class Pupils
Quelle	(2014), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-909437-44-9
Schlagwörter	Action Research; Educational Improvement; Academically Gifted; Homework; White Students; Working Class; Educational Research; Educational Attainment; Academic Achievement; Psychotherapy; Cooperative Learning; Special Education; Elementary Schools; Secondary Schools; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Projektforschung; Teaching improvement; Unterrichtsentwicklung; Hausaufgabe; Arbeiterklasse; Bildungsforschung; Pädagogische Forschung; Bildungsabschluss; Bildungsgut; Schulleistung; Psychotherapie; Kooperatives Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Grundschule; Volksschule; Sekundarschule; Ausland; Großbritannien
Abstract	This report is based on seven action research projects undertaken by teachers in CfBT academies in the school year 2012/13. The schools received research support that included training in research methods and undertook a smallscale research project within one of three thematic strands. Schools chose the themes for their research themselves and these reflected key strategic priorities. The first theme, able, gifted and talented learners, was made up of the two studies: (1) Exploring the use of transactional analysis to develop able pupils' collaborative working (Stamford Queen Eleanor School: Emma Lupton); and (2) Lessons from the evaluation of a gifted and talented programme (The Deepings School: Christopher Cox, Nick Lefley, James Baird-Parker, Andrew Hart, Daniel Walker, Olivia Schelpe and Charlotte Strenge). The second theme, homework, had three studies: (1) Cross-curricular homework: how does it impact on attainment, engagement and teaching? (Ely College: James Waters, Sarah Kupski and Sam Craven); (2) Homework: strategies that work for us and our students (Oxford Spires Academy: Patricia Thornhill, Rebekah Finch and Joanne Dunphy); and (3) The changing face of homework at Danum Academy (Danum Academy: Angela Moore, Debbie Calver, Lyndsey Dyer, Rachel Elliott, Sarah Higgins, Steve Richardson and Laura Saunders). The third and final theme, white working-class pupils, was made up of two studies: (1) Engaging white working-class pupils at St. Mark's Church of England Academy (St. Mark's Church of England Academy: Joanne Isiramen, Gifty Ghansah, Thomas Slatter and Daniel Stevenson); and (2) Raising the attainment and achievement of white working-class pupils (Mount Street Academy: Becky Malam). In addition, three literature reviews were conducted by Richard Churches on each of the thematic strands. These provided the schools with the theoretical and research background in the area of their particular study. Each of these studies and their findings are detailed herein. (ERIC).
Anmerkungen	CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS, England. Tel: +44-11-8902-1296; Fax: +44-11-8902-1895; e-mail: researchenquiries@cfbt.com; Web site: http://www.cfbt.com/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10