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Issue LB.58

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Neuroscience: Implications For Education And Lifelong Learning

This report highlights advances in neuroscience with potential implications for education and lifelong learning. The report authors, including neuroscientists, cognitive psychologists and education specialists, agree that if applied properly, the impacts of neuroscience could be highly beneficial in schools and beyond. The report argues that our growing understanding of how we learn should play a much greater role in education policy and should also feature in teacher training. The report also discusses the challenges and limitations of applying neuroscience in the classroom and in learning environments throughout life.

Date:
01/03/2011
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Specialist Drug And Alcohol Services For Young People

This Department for Education cost benefit analysis by Frontier Economics looks at drug policy relating to young people. There are two main elements to the study: understanding the amount that is spent in total and per person on specialist drug and alcohol services for young people, and putting a value on the benefits of drug and alcohol treatment.

Date:
01/03/2011
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Lasting Educational Benefits From Mega Events

This CfBT Education Trust research report proposes a new definition of educational legacy, meaning that it is not just buildings and transport that benefits from mega events but that long-term schooling, training, learning and development benefits are generated for the host city, region and nation. The report also highlights that mega events can change attitudes, values and approaches, including engagement with education.

Date:
01/03/2011
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NEET Statistics

This document sets out the available statistics on young people Not in Education, Employment or Training (NEET) and young people Not in Education or Training (NET) from various sources. It shows the proportion of 16-24-year-olds not in employment, education or training in England at the end of 2010 was up on previous years.

Date:
01/03/2011
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A New Approach To Special Educational Needs And Disability

Currently, life chances for children identified with SEN, or who are disabled, are disproportionately poor. This report makes wide-ranging proposals to respond to the frustrations of children and young people, their families and the professionals who work with them. The reforms set out in this Green Paper includes improving outcomes for children and young people who are disabled or have SEN, minimise the adversarial nature of the system for families and maximise value for money.

Date:
09/03/2011
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Review of Vocational Education – The Wolf Report

This government report by Professor Alison Wolf of King’s College London, considers how vocational education for 14- to 19-year-olds can be improved in order to promote successful progression into the labour market and into higher level education and training routes. Vocational education for 14-19 year olds should serve the purpose of creating and maintaining opportunities for all young people. This review makes a number of detailed recommendations to help inform future policy direction, taking into account current financial constraints.

Date:
09/03/2011
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Families With Deaf Children With Additional Complex Needs

This report by the National Deaf Children’s Society (NDCS) is the biggest study into the care and support of these children who make up approximately 10% of deaf children. It reports that education services are failing to provide adequate specialist support for deaf children with additional complex needs (ACN). As numbers of children with complex needs are rising, it is vital that teachers and decision makers ensure the right support is in place.

Date:
09/03/2011
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The Book-Reading Habits of Pupils in British Schools 2011

This independent study by Renaissance Learning, conducted by Professor Keith Topping from University of Dundee, is based on reading records of more than 150,220 children. It shows that primary schools have made impressive gains in improving literacy standards but, as they move toward secondary school stage, reading levels decline year on year.

Date:
09/03/2011
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History For All

This Ofsted report evaluates the strengths and weaknesses of history in primary and secondary schools. It is based principally on evidence from inspections of history between April 2007 and March 2010 in 166 maintained schools in England. Part A focuses on the key inspection findings in the context of rising standards since the previous report in 2007. Part B discusses some of the key issues facing history teachers and describes the essential components of effective learning in history. Both parts of the report give examples of good practice. This report builds on Ofsted’s 2007 report, History in the balance.

Date:
16/03/2011
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Making The Links - CPD

This report sets out the findings from a study evaluating the extent to which 'new professionalism' has been introduced in schools. It also aims to identify, explore and account for the impacts of new professionalism on teaching and learning.

Date:
16/03/2011
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Children’s Playground Games And Songs In The New Media Age

Traditional children’s games such as Tag and “Ipi–dipi-dation” are thriving in 21st century school playgrounds, according to this new research by the Institute of Education, the University of East London and the University of Sheffield. It shows that, rather than dying out as some fear, children’s play is in robust health.

Date:
16/03/2011
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Use Of An Aptitude Test In University Entrance

This NFER longitudinal study examines the potential use of an aptitude test (the SAT Reasoning TestTM), in university admissions. The study tracked over 8000 young people who had taken the SAT in 2005. The final phase of the project was completed in 2010 with the analysis of the degree outcomes of approximately 2800 participants who had entered higher education (HE) in 2006 and graduated in 2009 after three-year degree courses.

Date:
16/03/2011
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Mathematics Teacher Training in England

This research study, sponsored and published by CfBT Education Trust, shows a significant gap between the best and worst maths trainee teachers in England, at both Primary and Secondary level. The main issue for concern is the wide variation in standards across the profession, explained by the relatively low entry requirements for teacher training and the lack of specialism at Primary level.

Date:
23/03/2011
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Child Injury And Safeguarding In England And Other Countries

Statistical data on the proportion of children identified as likely to suffer significant harm, cases of substantiated abuse and neglect and the number placed in public care vary between regions and countries, as do placement types and service responses. This report explores some of these issues and considers how different institutional and cultural approaches to safeguarding children and different forms of provision and support may influence trends in the incidence and nature of abuse and neglect.

Date:
23/03/2011
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Engagement Of Young People And Employment

The LG Group commissioned NFER to undertake research to support local authorities by identifying a range of opportunities for local authorities and businesses to work together for mutual benefit. The research also aimed to identify and provide case studies of how local authorities have and can create linkages between their work to engage young people, economic development and business support to achieve improved outcomes for young people and employers.

Date:
23/03/2011
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Trialling Different Approaches To Re-Engaging Young People

This report looks at the different approaches used to re-engage young people not in education, employment or training (NEET). The approaches tested the effectiveness of offering a combination of measures, namely financial incentives, intensive support and individualised learning to re-engage the NEET group. The project highlights some key issues which will need to be addressed in order to accommodate the needs of young people in the NEET group, including vulnerable young people, within RPA planning.

Date:
23/03/2011
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