Department for Children, Schools and Families

By Families.. 2007

2,027 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d6467975d965817569df85bf019ef08d84d7c628

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. P. Blatchford
2. P. Bassett
3. P. Brown
4. A. Russell
5. Clare Martin
6. A. Vignoles
7. R. Webster
8. Lijuan Li

Citations in the corpus

• Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “It should be noted that wellbeing is not consistently defined in policy documents (Ereaut and Whiting, 2008).”
• Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “…trend among scholars that seeks to incorporate both relational (e.g. trust) and technical (e.g. teacher learning) dimensions into models of leadership and learning (Hallinger, 2003; Day et al., 2009; Leithwood and Sun, 2012; Leithwood et al., 2008; Louis et al., 2010; Walker and Ko, 2011).”
• Autism, intense interests and support in school: from wasted efforts to shared understandings (2019, background): “repetition for low attaining pupils need to be revaluated (Dunne et al. 2007), but the reliance on prompting as an autism intervention technique (Berkowitz 1990; Fentress and Lerman 2012) must also be questioned.”
• Would You Want to Talk to a Scientist at a Party? High school students’ attitudes to school science and to science (2009, background): “This period has also emerged as crucial in relation to the impact of science teachers on students’ views of science and careers involving science (Cerini, Murray, & Reiss, 2004; Munro & Elsom, 2000; Osborne & Collins, 2001).”
• Mental Health and Social and Emotional Learning: Evidence, Principles, Tensions, Balances (2010, background): “England, in contrast to the localised approaches of Scotland and Australia, has created the national programme Social and Emotional Aspects of Learning (SEAL), funded by government, free to end users and indeed with incentives to participate, in primary and secondary schools (DCSF, 2009b).”
• Heutagogy: spirals of reflection to empower learners in higher education (2010, background): “Claxton’s (1997) work on ‘contextual knowing’ explores the psychological processes involved in the development represented by this example and has prompted us to identify features of our practice which represent this process. Crucially, academic staff must recognise forms of reflection and re-enforc”
• Personalised learning: lessons to be learnt (2012, background): “Various commentators broadly endorse these strategies as likely to promote personalised learning (Leadbetter, 2005; Department for Education, 2006; Sebba et al., 2007; Meyer et al., 2008; Duckworth et al., 2009).”
• What parents want: school preferences and school choice (2009, methodology): “Through a survey of LAs’ admissions criteria for 2006/7, Coldron et al. (2008) find that, in 2006, a minority of LAs use this FPF system and specifically 68% of LAs used an EP system.7 To address the issues raised in the mechanism design literature, we employ two strategies.”
• School Admissions Reform in Chicago and England: Comparing Mechanisms by Their Vulnerability to Manipulation. NBER Working Paper No. 16783. (2011, unknown): “The following statement from the Coldron et al. (2008) report prepared for the Department for Children, Schools and Families summarizes what is at the heart of the debate: Further, the difference between the two systems in the numbers of parents gaining their first preferences should not be…”