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1.
What support is most helpful for those who teach pupils with special needs in ordinary schools? Louise Clunies-Ross, deputy education officer, RNIB, describes a recent study undertaken with former colleagues at the NFER  相似文献   

2.
How Can We Use an Extra Pair of Hands?   总被引：1，自引：0，他引：1  
Classroom assistants are widely employed to support pupils with special educational needs. However, little attention has been paid to the way in which they are deployed and managed within the classroom. Drawing on research undertaken by the National Foundation for Educational Research, Felicity Fletcher-Campbell, senior research officer, NFER, identifies elements of good practice.  相似文献   

3.
This paper assesses the value that can be put on the Key Stage 2 (KS2) Mathematics national test scores as indicators of what children are achieving in mathematics and whether standards are rising. The results of a cross‐sectional study of all the Year 6 children (187 in 1995, 190 in 1996) from five randomly selected primary schools within one Local Education Authority (LEA) are compared. Pupils’ scores on Mathematics 11 (NFER, 1985) are compared. Results show an improvement in the attainment level of children in 1996 compared to those in 1995 on the national tests, with a higher percentage achieving Level 4 or above in the second year. However, examination of the means for each year‐group indicates that the mean NFER score for each national test level is significantly lower (0.1 % level) in 1996 than 1995. It would seem that there is a need to view apparently rising standards, as measured solely by national test results, with a degree of caution.  相似文献   

4.
Lea Pearson, chief psychologist and adviser for assessment and achievement, City of Brimingham, and adviser to CATS, one of the three agencies which developed standard assessment taks (SATs) at Key Stage 1, describes this summer's pilot testing. Although the contracts for next summer's SATs at Key Stage 1 have now gone to the NFER consortium, the experiences she describes and the lessons learnt should be relevant to teachers taking part in the national pilot next May.  相似文献   

5.
The National Foundation for Educational Research (NFER) is now in its 50th year. Its mission and structure are outlined. The research programme is reviewed, and work in three illustrative areas — testing, programme evaluation and integration of pupils with special educational needs — summarized. Its information and dissemination activities are described. Finally, issues for future concern are addressed.  相似文献   

6.
Link arrangements between special and ordinary schools can provide a base for the full- or part-time integration of pupils with special educational needs and encourage the exchange of those ideas which lead to mutually beneficial curriculum development. A recent research project at the National Foundation for Educational Research has surveyed the current situation. Felicity Fletcher-Campbell, a Senior Research Officer at the NFER, outlines some of the findings and addresses some of the issue arising.  相似文献   

7.
In the wake of the Education Act 1981, the Department of Education and Science commissioned three major research studies. These were concerned respectively with: in-service training (Manchester University and Huddersfield Polytechnic); the implementation of the Act (London University Institute of Education); and support for the ordinary school (National Foundation for Educational Research). All the studies were completed by 1986, and numerous publications have resulted from them. Dr Seamus Hegarty, deputy director at the Foundation, summarises findings from the NFER study.  相似文献   

8.
For the purposes of scoring essays written in a second language, two of the most important considerations are the intelligibility and the structural complexity of the writing.

Various disadvantages are inherent in the use of clauses and/or sentences as a basis for analysing structure in written work; a more satisfactory technique was developed by Kellogg W. Hunt in America, using what he termed a ‘minimal terminable unit’ or ‘T‐unit’.

This technique was applied in the scoring of the NFER open‐ended writing and speaking tests, which formed part of the battery of ‘Tests of English Proficiency forImmigrant Children’.

During the development of these tests, the battery was administered to Asian children, for whom it was found that the average T‐unit length in writing and speech increased with increasing length of stay in Britain. (Average T‐unit length has been found by Hunt and O'Don‐nell to increase with age for children writing and speaking in their native language.) The results of the NFER testing indicated that much of the development of proficiency in both the speech and writing of the Asian children tested took place after three‐and‐a‐half years in Britain. (These findings were essentially a by‐product of test development, and therefore must be viewed with caution.).  相似文献   

9.
Over the past few years Research Data Services (RDS), part of the National Foundation for Educational Research (NFER), has led numerous large‐scale, longitudinal projects. Feedback to schools has been provided for all of these projects, and has been in the form of sets of tables and charts and electronic files illustrating pupil performance and progress in each school compared with national norms. This study sought to establish what differences the ongoing provision of feedback has made to the participating schools. The main thrust of the study was a statistical analysis of the most current National Pupil Dataset. Using this dataset, the overall impact on pupil performance in the participating schools of their participation in projects where feedback is used could be examined. In general, the findings presented in this paper suggest that school feedback does have an impact on key stage 2 performance.  相似文献   

10.
Mr. Please criticizes a study reported by the NFER in 1966 which suggested that CSE grades were likely to be too lenient. He contests the relevance of the ‘regression line’ calculated by the experimenters which led to their conclusion that a number of examining boards were too lenient in their marking. It is claimed that the regression line is incompatible with the stated objective of the CSE examination which defines grade one as corresponding to a pass at O‐level in the same subject. A reply from G. F. Peaker finds the criticism justified, explains how it arose and how it could have been put right.  相似文献   

11.
The publication of GCSE results makes it apparent that there is a cohort of young people at Key Stage 4 (KS4) who do not achieve a Grade 'G' in GCSE. The composition of this group is mixed, and the reasons for low attainment are various and complex. This article is concerned with those students who do not achieve the standard required for a grade G on account of the severity of their learning difficulties. A consideration of the options for alternative accreditation at KS4 for such pupils was part of the brief given to the NFER in relation to the recently completed Small Steps Survey commissioned by SCAA. Felicity Fletcher-Campbell, who, with Barbara Lee, was joint Project Leader, reports on the findings from part of the project.  相似文献   

12.
《Support for Learning》2004,19(2):52-56
This article reviews some key findings from the National Foundation for Education Research (NFER) in two major research areas: strategies to address pupil disaffection, and arts education, focusing on overlap and commonality in reported effects and also effective practice. Its central question is whether, how and why arts education might make a contribution to those strategies aimed at addressing (or preventing) young people's disengagement from learning and educational opportunity. The authors discuss the key factors associated with successful re‐engagement and those linked to effective arts education, and conclude with evidence‐based questions to consider if arts education is to have a higher profile in the social inclusion agenda.  相似文献   

13.
Book Reviews     
Books reviewed in this article: Cashdan , A. (1979, ed.) Language, Reading and Learning. Mason , G.E. and Blanchard , J.S. (1979) Computer Applications in Reading. Levin , Harry (with Ann Buckler Addis) (1979) The Eye-Voice Span NFER (1979) Register of Educationa1 Research in the United Kingdom (Volume 3: 1977–78). COUNCIL OF EUROPE (1979) EudisedR @ D Bulletin (no. 7).  相似文献   

14.
The NFER research into comprehensive education reported that around one‐third of pupils in the schools studied took no part in extra‐curricular activities, and that level of involvement was lower among certain groups. This study examines whether the interests of these pupils were being met by their schools and finds that low participation cannot be explained‐‐directly at least‐‐by school failure in providing desired activities. Nearly two‐thirds of all non‐participant pupils indicated that there was no activity which they would like to see introduced. Detailed study in three schools suggests that the ‘traditional’ school activities, though gathering a large number of participants, may be poor integrators of pupils of different abilities and that smaller activities are more successful in this respect.  相似文献   

15.
The 1962 reading survey in Aberdeen was repeated in 1972, with 99 per cent coverage of year‐groups (over 2,500) of 8‐year old and 11‐year‐old pupils: Reading comprehension tests used were NFER Sentence Reading Test AD and Test NS6. The 1972 averages on these tests were within one point of score of the 1962 averages: at age eight, the average was slightly but not significantly higher in 1972; at age 11, it was slightly and significantly lower. The children whose fathers were in semi‐skilled or unskilled jobs showed a particularly sharp decline in average performance over the ten‐year interval, whereas the standard of performance had improved or been maintained among children from professional homes.  相似文献   

16.
Book Reviews     
Book Reviews in this Articles: State of the Art: Ideas and Images in the 1980s Sandy Nairne The Principles of Harmony and Contrast of Colors and their Application to the Arts M. E. Chevreul ; FABER Birren (Ed.) Schiffer, Westchester Principles of Colour Design Wucius Wong VNR Teaching Art to Young Children 4–9 Rob Barnes The Arts: a Preparation to Teach Shirley Cleave & Caroline Sharpe NFER See What I Mean: an Introduction to Visual Communication John Morgan & Peter Welton Essex Papers in Education: Vol. 1 Art, Craft and Education D. Baines , A. Thornton & M. Kennedy Shula Newick . Fabrics and Wallpapers Mary Schoeser Sixty Alphabets GUnnlaugher S. E. Briem The Art of Chinese Calligraphy Jean Long Design and British Industry Richard Stewart  相似文献   

17.
Abstract

The NFER undertook an evaluation for the FEU of a programme of short training courses (Quick Start Initiatives), operated by DOCKLANDS SKILLNET. SKILLNET's remit ‐‐ under the combined aegis of the London Docklands Development Corporation, ILEA and the London Borough of Newham ‐‐ was to commission training provision from public sector and independent providers, in order to raise the level of skills of local people in line with the expected increase in jobs in the redeveloping dockland area. The study, completed in March 1988, investigated the operation of SKILLNET as a partnership, the courses offered, the delivery of trainees into employment or further training and the views of local employers about SKILLNET. The article discusses the main findings and emerging issues.

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18.
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19.
《Infancia y Aprendizaje》2013,36(85):19-32
Abstract

The article presents a revision of the added value model in school assessment, understood to mean the extent to which the school achieves greater student performance, once other factors have been controlled, such as the socio-cultural context and the initial level of knowledge. Firstly, the evolution of this concept over the last few years is analysed, on account of an advance in three areas: studies on effective schools; performance measures; and changes in educational ideology. In point two there is some reflection on the contributions this model makes towards the most classical assessment approach, but attention is also drawn to the risk which may be run in doing so. Part three presents the assessment and research projects which are conducted by the National Foundation for Educational Research (NFER) within this theoretical framework. Finally, there is an appendix with a guide on taking the necessary decisions for working from the added value approach.  相似文献   

20.
This study examines the 1992 National Curriculum assessment data from one large LEA in England in order to address the issue of equity. For comparison purposes we also present additional data obtained front the same sample of pupils on an NFER standardised word recognition test. The report focuses on the relative performance of gender, low income, linguistic, and special needs groups on a standardised reading test and the teacher (TA) and standard task (ST) performance assessments administered in 1992 to 7‐year‐olds as part of the national curriculum (NC) in England and Wales. The impact of schools and teacher effectiveness on student attainments scores is also examined and discussed. Briefly, the findings show that irrespective of the method of assessment, differences in attainment were found between most pupil groups investigated. However, importantly, only very modest evidence was found that particular methods of assessment appeared either to reduce or increase the differences in attainment and overall no clear patterns emerged. The findings are discussed in the context of various factors that may have an impact on the assessment of student attainment.  相似文献   

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