Last week the Department for Education published a paper by Dr. Ben Goldacre on evidence-based practice in education. Goldacre is an advocate of randomised control trials to investigate the impact of interventions.
Goldacre, B. (2013) Building evidence into education.
The shortlists for the CILIP Carnegie and Kate Greenaway Medals have been announced this morning
The CILIP Carnegie Medal 2013 shortlist:
The Weight of Water by Sarah Crossan, Bloomsbury
A Greyhound of a Girl by Roddy Doyle, Marion Lloyd Books
Maggot Moon by Sally Gardner, Hot Key Books
In Darkness by Nick Lake, Bloomsbury
Wonder by R.J. Palacio, Bodley Head
Midwinterblood by Marcus Sedgwick, Indigo
A Boy and a Bear in a Boat by Dave Shelton, David Fickling Books
Code Name Verity by Elizabeth Wein, Electric Monkey
The CILIP Kate Greenaway Medal 2013 shortlist :
Lunchtime by Rebecca Cobb, Macmillan Children’s Books
Again! by Emily Gravett, Macmillan Children’s Books
Oh No, George! by Chris Haughton, Walker Books
I Want My Hat Back by Jon Klassen, Walker Books
Pirates ‘n’ Pistols by Chris Mould, Hodder Children’s Books
King Jack and the Dragon by Helen Oxenbury (illustrator) and Peter Bently (author), Puffin Books
Black Dog by Levi Pinfold, Templar Publishing
Just Ducks! by Salvatore Rubbino (illustrator) and Nicola Davies (author), Walker Books
Further information can be found on the CILIP Carnegie and Kate Greenaway Awards website.
What kids are reading written by Professor Keith Topping of Dundee University. The report examines the book-reading habits of more than 300,144 students from Years 1-11 in over 1,605 UK schools.
Get the story straight. New research at the University of Sussex shows that children who demand the same story to be read to them over and over again may be learning more than those who get a different story every time. Horst, J. S., Parsons, K. L. and Bryan, N. M. (2011) ‘Get the story straight: contextual repetition promotes word learning from storybooks’, Frontiers in Psychology, 2. [Online]
Reading and maths skills at age 10 and earnings in later life: a brief analysis using the British Cohort Study New research published by the Institute for Fiscal Studies finds that children with strong maths skills at age 10 earn significantly more in their 30s than an otherwise identical child who achieves a middle ranking reading score.
Improving the Quality of Childhood in Europe 2012 The report includes a chapter on literacy by Professor Margaret M. Clark, `Literacies in a changing world: What is the evidence?`
Summer born children
In-school ability grouping and the month of birth effect: Preliminary evidence from the Millennium Cohort Study the latest working paper from the Centre for Longitudinal Studies, Institute of Education shows that the youngest children in a school year are far more likely to be placed in the lowest ability groups than autumn-born pupils.
The winners of the Blue Peter Book Awards for 2013 were announced live on Blue Peter yesterday. There were two prizes:
- Best Story which was won by Tom Gates: Genius Ideas, Mostly by Liz Pichon.
- Best Book with Facts which was awarded to Horrible Science: House of Horrors by Nick Arnold and Tony De Saulles.
The shortlist was selected by a panel of judges including authors Caitlin Moran and Cressida Cowell, librarian Jake Hope and Blue Peter editor Tim Levell. Over 300 young people from a selection of schools across the UK and Ireland then voted for the winners. Both of the winning books are published by Scholastic.
This report is based on evidence from inspections of physical education between September 2008 and July 2012. Her Majesty’s Inspectors and additional inspectors from Ofsted visited 120 primary schools, 110 secondary schools and seven special schools. This report draws also on evidence from four visits to schools to observe good practice in PE.
The report can be downloaded here.
The final report from the Making a Statement (MaSt) project is now available to download from the IoE website. The MaSt project was designed to explore the overall teaching, support and interactions experienced by pupils with the highest level of SEN in mainstream settings.
The full details of the final report are:
Webster, R. & Blatchford, P. (2013) A study of the teaching and support experienced by pupils with a statement of special educational needs in mainstream primary schools. London: Institute of Education.
The authors have also made a blog post about the project.
The authors have also recently published
Russell, A., Webster, R. and Blatchford, P. (2013) Maximising the impact of teaching assistants : guidance for school leaders and teachers. Abingdon, Oxon: Routledge.
A copy of this book is held by FCH Library, check the OPAC for details.