Grouping practices in the primary school: what influences change?

During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in responses to this, the nature of the changes made and the reasons for those changes. Forty eight percent of responding schools reported that they had made no change. Twenty two percent reported changes because of the literacy hour, 2% because of the numeracy hour, 7% because of a combination of these and 21% for other reasons. Important influences on decisions about the types of grouping adopted were related to pupil learning and differentiation, teaching, the implementation of the national literacy strategy, practical issues and school self-evaluation

Aspects of primary education in France 10-16 March 1991

SIGLEAvailable from British Library Document Supply Centre-DSC:GPE/1509 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Standards and quality in colleges of further education 1995-1999 Electrical and electronic engineering

Available from British Library Document Supply Centre-DSC:m00/48304 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Inspection of the education functions of local authorities North Ayrshire Council

SIGLEAvailable from British Library Document Supply Centre-DSC:m02/18790 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

College review of Dundee College

SIGLEAvailable from British Library Document Supply Centre-DSC:m01/23474 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Subject review of Dundee College

SIGLEAvailable from British Library Document Supply Centre-DSC:m01/23475 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Graphic approaches to describing action research methodology

This paper advocates the use of graphic images as a device that can help in the organisation of thinking about the procedural aspects of action research. Further, it explores the parallels between design process, action research methodology and the social / societal context in which both occur. The paper has the following structure Fig 1 … The paper uses research carried out within an ongoing Ph.D. study entitled ‘Illuminating Primary Design and Technology: An investigation into planning and teaching methods’ as a vehicle for discourse