DCSF, November 2009
This report describes data on the cognitive, social, emotional and brain development of young children in Britain. It consists of a literature review and information drawn from consultation with experts. Children's sense of 'self' is established through interaction with others, and with culture, and they thrive in warm, responsive relationships. Play and conversation are both essential for development. Children need opportunities to develop logico-mathematical thinking, and to develop vocabulary. Practitioners need training and support in enhancing children's development. Children's narrative and scientific thinking should be supported; talking about feelings is also beneficial to development. Formative assessment can help strike a balance between self- and guided learning. The full report is available online.
Subject HeadingsParent and child
Early childhood education
National Centre for Social Research, DCSF, January 2010
This study examined the characteristics of students aged 14–16 in England who experienced bullying during schooling. Vulnerable pupils, such as those with a learning disability, were most likely to be bullied; girls at ages 14 and 15 also had a higher than average likelihood of being bullied. Name-calling and cyberbullying were the most common types of bullying, followed by violent threats and social exclusion. Bullying decreased with age: while 47% of young people were bullied at age 14, only 29% were bullied at age 16. Parental awareness of bullying helped reduce it. The academic achievement of bullied young people was lower than that of their peers. The full text is available online.
Subject HeadingsSocial welfare
This study, drawn from the Longitudinal Study of Young People in England, examines whether particular 'risky' actions are encouraged or mediated by certain social and individual activities, and the effects of these risky actions on educational achievement at the age of 16. Children most likely to engage in risky behaviours were those with negative attitudes toward school, those who had experienced bullying, those with poor relations with parents, and those from single-parent families. Activities such as hanging around a city centre, going out with friends, and going to parties, pubs and amusement arcades were linked with risky behaviour, and subsequently lower academic achievement, while 'positive' activities such as playing a musical instrument, doing community work, attending religious classes, and reading for pleasure were linked with higher academic achievement and a lower likelihood of engaging in risky behaviour. The full report is available online.
Subject HeadingsSocial welfare
Prentice Hall Inc, 2007
This text explains the process of reading and describes the ways teachers can use diagnosis in making instructional decisions. Explicit procedures for more than 70 instructional techniques drawn from multiple perspectives and applicable for use with K–8 learners are also provided. Part One explains the diagnostic process and Part Two describes the instructional techniques. The description of each technique is complemented by step-by-step procedures for implementation, as well as information on how and why to use a given technique. There is an emphasis on reflective practice and tailored instruction. Chapter titles include The Diagnostic Teaching Session: An Overview; Gathering Diagnostic Data; and Assessment Using Diagnostic Lessons. Adapted from publisher's description.
Teaching and learning
Developing Reading and Writing in Second-Language Learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth
This book is an abridged version of Developing Literacy in Second-Language Learners: Reporting the Findings of the National Literacy Panel on Language-Minority Children and Youth. The National Literacy Panel is a group of experts in language, literacy and education that was appointed to identify, assess and synthesise research on the literacy education of language-minority children and youth. In this book, chapters adapted from the original report summarise current knowledge about the development of literacy in language-minority children and youth. Chapter titles include Sociocultural Contexts and Literacy Development; Instruction and Professional Development; and Language and Literacy Assessment. Adapted from publisher's description.
Key Learning AreasEnglish
Subject HeadingsEducation research
English as an additional language
Language and languages
Scottish Government, December 2009
This text reports on a commissioned study into the recruitment and retention of principals in Scotland. It sought to examine why teachers sought or did not seek to become principals, as well as potential barriers to the career. It also examined principals' perceptions of their role, and district and government approaches to professional development and training. Principals often entered the role due to encouragement, wanting to make a difference, or by default. Barriers included a lack of support and training and the high levels of qualifications required. Principals worked long hours and found the role emotionally demanding and often isolating. Principals' satisfaction in the role varied depending on levels of autonomy, benefits, perceived influence on learning and teaching, and support from the senior management team. A series of recommendations is included. The full report is available online.
Subject HeadingsSchool principals