Research Review, CPRT Priority 7
Supported 2014-15 by the Trust
Professor David Hogan, University of Queensland
Dr Dennis Kwek, National Institute of Education, Singapore
Professor Peter Renshaw, University of Queensland.
A re-assessment of the evidence on teaching discussed in the CPR final report and in CPR research surveys 2/4 (‘Learning and teaching in primary schools: insights from TLRP’), 9/2 (‘Classes, groups and individuals: structures for learning and teaching’), and 2/1b (‘Children’s social development, peer interaction and classroom learning’).
The study will consider:
- The nature of teaching: conceptualising teaching within the wider framework of pedagogy.
- Traditions, areas and paradigms of research on teaching: what has been investigated and how, and what has not been investigated but certainly needs to be?
- Quality and effectiveness in teaching and learning: how are they/should they be defined and assessed?
- Quality and effectiveness in teaching and learning: what conditions, attributes, processes, strategies and techniques really make a difference?
- How much does teaching matter? What other factors bear on the quality and standards of children’s classroom learning and in what proportion?
- Pedagogy and policy: what is the track record of attempts to control/improve teaching by policy-led interventions, especially but not exclusively in the UK?
- Lessons from elsewhere: what can (primary) teaching in England gain from international comparison?
- Pulling it all together: what matters most for the improvement of (primary) teaching – for teachers, schools, teacher education, CPD and policy?
Further information about the researchers and CPR’s earlier work on pedagogy and teaching:
Children, their World, their Education, chapter 15
The Cambridge Primary Review Research Surveys, chapters 7, 20 and 21