Independent Evaluation of the Implementation of the Learning Platform LP+ across Schools: Report on Early Implementation Outcomes in Wolverhampton Local Authority

This is a summary of key findings from the independent evaluation study exploring impacts of the learning platform (LP+) implemented across schools in Wolverhampton Local Authority (LA). A full report detailing the evaluation approach and its findings will be published shortly. Any references to results should be considered in the light of the much greater detail contained within the full report, as this summary does not, due to its brevity, offer the same level of contextual background or analysis that is available within the report itself

Independent Evaluation of the uses of Espresso online digital resources in primary schools:Final Report - Management, Time and Cost Benefits

In 2010, Espresso commissioned an academically-based and fully independent evaluation study to explore outcomes of uses of its online resources in primary schools. The aims of the study were to explore how Espresso resources are used to support teaching and learning, to assess cost and associated benefits arising, and to explore whether levels or types of use in schools might be associated with measures of pupil achievement and school performance. The evaluation that was undertaken drew on a range of different forms of evidence, analysed in ways to match the needs of the specific aims being explored. In order to make the full report of the study and its findings more easily accessible, and to enable the reader to focus on selected aspects of specific interest, the entire report has been divided into four sections. Section 1 Summary – this section contains two main elements, Report Headlines and an Executive Summary. Section 2 School Uses and Learning Impacts – this includes an introduction and background to the study, details of the structure of the study relating to school uses and learning impacts, descriptions of schools providing evidence, details of how Espresso resources are used in schools and learning outcomes related to these, the pedagogies that teachers adopt when using the resources, and key aspects of learning that are impacted by uses of Espresso resources. Section 3 Management, Time and Cost Benefits – this includes an introduction and background to the study, details of the structure of the study relating to management, time and cost benefits, details of benefits arising, and how these are calculated at school and wider levels. Section 4 Attainment and Usage Levels – this includes an introduction and background to the study, details of the structure of the study relating to attainment, performance and usage levels, the forms of data that were gathered and used for this element of the study, and the forms of analysis that were undertaken, together with a range of detailed statistical findings

Independent Evaluation of the uses of Espresso online digital resources in primary schools:Final Report – Attainment and Usage Levels

In 2010, Espresso commissioned an academically-based and fully independent evaluation study to explore outcomes of uses of its online resources in primary schools. The aims of the study were to explore how Espresso resources are used to support teaching and learning, to assess cost and associated benefits arising, and to explore whether levels or types of use in schools might be associated with measures of pupil achievement and school performance. The evaluation that was undertaken drew on a range of different forms of evidence, analysed in ways to match the needs of the specific aims being explored. In order to make the full report of the study and its findings more easily accessible, and to enable the reader to focus on selected aspects of specific interest, the entire report has been divided into four sections. Section 1 Summary – this section contains two main elements, Report Headlines and an Executive Summary. Section 2 School Uses and Learning Impacts – this includes an introduction and background to the study, details of the structure of the study relating to school uses and learning impacts, descriptions of schools providing evidence, details of how Espresso resources are used in schools and learning outcomes related to these, the pedagogies that teachers adopt when using the resources, and key aspects of learning that are impacted by uses of Espresso resources. Section 3 Management, Time and Cost Benefits – this includes an introduction and background to the study, details of the structure of the study relating to management, time and cost benefits, details of benefits arising, and how these are calculated at school and wider levels. Section 4 Attainment and Usage Levels – this includes an introduction and background to the study, details of the structure of the study relating to attainment, performance and usage levels, the forms of data that were gathered and used for this element of the study, and the forms of analysis that were undertaken, together with a range of detailed statistical findings

Technology to support young people 16 to 18 years of age who are not in employment, education or training (NEET): a local authority landscape review - final report

Becta landscape review: Technologies used by local authorities to support young people who are not in education, employment or trainin

Computer science (CS) in the compulsory education curriculum:implications for future research

The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both software such as office applications, and hardware such as robots and sensors). Through uses of these applications, information and communications technologies (ICT) have focused on activities to support subject and topic learning (across wide age and subject ranges). Very recently, discussions for including computers in the curriculum have shifted to a much greater focus on computing and CS, more concerned with uses of and development of programming, together with fundamental principles of problem-solving and creativity. This paper takes a policy analysis approach; it considers evidence of current implementation of CSE in school curricula, the six main arguments for wider-scale introduction of the subject, the implications for researchers, schools, teachers and learners, the state of current discussions in a range of countries, and evidence of outcomes of CSE in compulsory curricula. The paper concludes by raising key questions for the future from a policy analysis perspective

Planning a teacher professional development journey

As a government, regional or local authority, as an adviser or teacher, do you have an interest in educational effectiveness, efficiency, enhancement, or improvement? If so, where do you think the focus of that interest should be (on a school as a whole, on the curriculum or its assessment, on leaders, on teachers, on students directly, or on their parents)? So, how do teachers change and develop in terms of their professional practice over time? Is their professional practice discernibly different over a 10 or 20 year period? And if teachers have not changed in their professional classroom practice over time, then why is this the case

BBC News School Report:An evaluative review of a 10-year project

BBC News School Report has reached, in 2016, its 10th anniversary. This BBC News project has been remarkable; it has brought forward significant learning opportunities for over two thousand schools and tens of thousands of pupils each year over the last 5 years. The foresight and dedication that has led to the provision of these learning opportunities should undoubtedly be celebrated; the project has enabled large numbers of pupils aged 11 to 16 years to be involved in producing their own real news reports, to work directly with and to gain from the support of mentors from within the BBC, and to engage with people and stories of significance to their local communities and their longer-term futures, broadcast widely through local, regional and national radio, television and website reports. This form of project does not occur commonly in schools. Preparing our pupils for the future so often means that they are confined to classrooms, focusing on subject content that is deemed important; this project has taken pupils out of their classrooms, and has shown them that their subject knowledge can have real purpose, and be applied both today and tomorrow. This review is intended to present the outcomes of the 10th anniversary celebration of a project that has impacted schools, teachers, pupils and the BBC itself

Collaboration, visibility, inclusivity and efficiencies:A case study of a secondary school in Germany using interactive whiteboards

This report provides an overview of the results of a one-year study conducted in a German school (a gymnasium) located in a city in the state of Nordrhein-Westfalen (NRW). While focusing on collaboration as one of the themes of the research, establishing and carrying out the research was also a collaborative endeavour: the school was involved in implementing interactive whiteboard technologies; SMART Technologies provided the equipment and support; and the research was undertaken independently by Lancaster University. Teachers and pupils in the study reported important benefits from using SMART boards and associated technologies. Teachers reported that use of the SMART boards led to greater collaborative discussion, which helped understanding of texts and grammar in English, and specific topics in mathematics. As a result, pupils were awarded better oral marks for their work. Pupils reported that the pace of lessons was increased, which aided their learning and engagement, and resources posted on a virtual learning environment allowed them to revise and review what had been covered in lessons. These benefits arose when teachers adopted activities enhancing sharing and collaboration. Examples of activities included: expanding the quality of writing; presenting group responses; dividing circles and visualising fractions; matching parts of phrases; using colour to highlight and discuss; and using images and other digital materials to stimulate discussion