http://hdl.handle.net/2428/27190 Fri, 24 May 2013 03:13:40 GMT 2013-05-24T03:13:40Z http://hdl.handle.net/2428/27210 Title: An Enquiry Into Continuing Professional Development for Teachers Authors: Leaton Gray, Sandra Leaton Abstract: A one-year research project by Dr Sandra Leaton Gray of Cambridge University, funded by Esmée Fairbairn Foundation and the Villiers Park Educational Trust. The main aim of the research was to review current subject-based professional development opportunities, to identify gaps in provision and to make recommendations for improving future provision. Fri, 01 Apr 2005 00:00:00 GMT http://hdl.handle.net/2428/27210 2005-04-01T00:00:00Z http://hdl.handle.net/2428/27207 Title: Fade or Flourish: How primary schools can build on children's early progress Authors: Wood, Claudia; Caulier-Grice, Julie Abstract: Evidence suggests that some of the benefits of pre-school can be lost during later childhood if they are not consolidated. This report looks into how primary schools can play a crucial role in sustaining the social and academic gains provided by early years interventions. It provides a broad ranging review of evidence and best practice, with the use of case studies, relating to a range of pedagogical and administrative elements of primary school practice. Thu, 01 Jun 2006 00:00:00 GMT http://hdl.handle.net/2428/27207 2006-06-01T00:00:00Z http://hdl.handle.net/2428/27214 Title: Inspiring schools Authors: Davies, Lynn; Williams, Christopher; Yamashita, Hiromi; Man-hing, Ko Abstract: Since the launch of the Citizenship Curriculum in England, many schools have started to embrace pupil participation. As commitment grows, pupil participation is increasingly seen as an important tool in school improvement. It was in this context that the Carnegie Young People Initiative, as part of the Carnegie UK Trust, and Esmée Fairbairn Foundation came together in Spring 2005 to gain a better understanding of the impact of pupil participation on schools. The project involved secondary schools in England. The results of the project are set out in four publications, under the ‘Inspiring Schools’ banner: Impact and Outcomes, A Literature Review, Case Studies for Change and Resources for Action. Wed, 01 Feb 2006 00:00:00 GMT http://hdl.handle.net/2428/27214 2006-02-01T00:00:00Z http://hdl.handle.net/2428/27212 Title: # Digital beginnings: Young children's use of popular culture, media and new technologies Authors: Marsh, Jackie; Brooks, Greg; Hughes, Jane; Ritchie, Louise; Roberts, Samuel; Wright, Katy Abstract: This report presents the findings of a study which took place from September 2004 to July 2005. The study explored young children’s (aged from birth to six) use of popular culture, media and new technologies in the home through a survey of 1,852 parents and carers of children who attended 120 individual maintained and non-maintained early years settings in England. A total of 524 early years practitioners who worked in 104 of these settings were also surveyed in order to determine their attitudes towards children’s use of popular culture, media and new technologies and to explore how far they planned for their use in the communications, language and literacy curriculum of the foundation stage. Thu, 01 Sep 2005 00:00:00 GMT http://hdl.handle.net/2428/27212 2005-09-01T00:00:00Z