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In England and Wales government pressures to raise attainment has led many schools to implement structured “ability” grouping in the form of setting. The introduction of selective grouping has been justified with the assumption that the differentiation of students by “ability” advances students’ motivation, social skills, independence and academic success in national tests and examinations because students are “better engaged in their own learning”. This paper critically engages with this assumption. Drawing upon qualitative research conducted in primary and secondary mathematics, science and English setted classrooms in England the aim of this literature review is to consider how teachers’ pedagogic practices with low, middle and high “ability” sets facilitates and/or constrains students’ learning and potential achievement. We also explore why, despite strenuous criticism and moves towards egalitarianism in schools, the segregation of students on the basis of “ability” continues to be a common feature in schools in England and Wales. This literature review draws attention to a number of substantive issues including (but not restricted to) fixed and permanent grouping; the potential misplacement of students to sets and a culture of stereotyping where learners within a set are taught as a single homogenous unit. We conclude the paper by suggesting foci for future research in the hope of eliciting renewed critical interest in and investigation of setting by “ability” in a broader range of subjects of the curriculum. [ABSTRACT FROM PUBLISHER]

This paper describes an exploratory trial conducted with 14–15 year-old students in English state schools who were studying business start-ups as part of a course in “Business Studies”. The intervention uses a “Story Grammar” strategy to improve students’ reasoning by increasing the frequency and complexity of their use of “connectives” such as “when”, “if” and “because”. The analysis reports positive effects of the intervention on students’ understanding as judged by the use of a standard examination style mark scheme, and the number and complexity of connectives used by students in their extended writing. By reporting effects on immediate target variables we are able to examine the causation with precision. Effects are reported through standardt-tests and effect size. We also discuss the design of the experiment and comment on its practicability as a model for investigating effects of classroom interventions. [ABSTRACT FROM PUBLISHER]

This paper examines the frequency and nature of outdoor learning provision in Scoftish schools, with specific attention paid to teachers' approaches to learning outdoors, and it considers what further support and professional development teachers need to progress their practice. This enquiry is timely as limited data has been gathered over the past ten years (see Higgins ei ai. 2006 and Mannion ei ai. 2007) and little is known about how the policy document Curricuium for Exceiience through Outdoor Learning and associated Education Scotland support has influenced outdoor learning provision. Ouestionnaires were administered to primary and secondary schools (n=90 returns) across four local authority areas. The results indicate that secondary schools are keen to develop outdoor learning provision and they need support to do so. Also, there is an increased use of school grounds as a context for learning within the primary school sector. In light of these findings and recent developments within national education, recommendations are made for both in-service and pre-service teacher training. [ABSTRACT FROM AUTHOR]

This article explores the strengths and weaknesses of Lave and Wenger's concept of 'legitimate peripheral participation' as a means of understanding workplace learning. It draws on recent ESRC-funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent to which Lave and Wenger's theories can adequately illuminate the nature and process of learning at work. The new research presented here, which was located in complex institutional settings, highlights the diverse nature of patterns and forms of participation. Case study evidence is used to identify individual and contextual factors which underpin and illuminate the ways in which employees learn. The paper argues that whilst Lave and Wenger's work continues to provide an important source of theoretical insight and inspiration for research in to learning at work, it has significant limitations. These limitations relate to the application of their perspective to contemporary workplaces in advanced industrial societies and to the institutional environments in which people work. These complex settings play a crucial role in the configuration of opportunities and barriers to learning that employees encounter. [ABSTRACT FROM AUTHOR]

This paper addresses the question of why some schools have managed to introduce widespread use of Information and Communications Technology (ICT) into teaching and learning across the curriculum, where other schools have had much less “success” in this matter. The issue is addressed through interpretive, case study research in a UK secondary school where almost all staff are now using ICT to enhance and extend learning in their subject areas. After setting the context, a summary of the methods used and an overview of the findings are presented. Whilst some of the findings are specific to the context, it is suggested that much can be learnt from the single case, both by practitioners seeking to develop ICT use and researchers interested in taking the subject forward in other contexts. [ABSTRACT FROM AUTHOR]

One of the most important activities in the educational processes in any nation of the world is the evaluation and assessment of its students (William 2006, 283); the United Kingdom is no exception. If the United Kingdom is to flourish as a region in the days to come, it is very important to ensure that the techniques and tools used to evaluate pupils in both primary and secondary schools are effective in ensuring that learners are equipped with the basic competencies that they need to become productive and self-reliant members of society, not only in the United Kingdom but also on the international platform (Black & William 2009, 6). It is therefore very clear that in order for the levels of literacy and numeracy in the region to be improved, it is very important to ensure that learners are well taught and presented with the best support for learning (Newton 2010). Additionally, it is crucial to utilize evaluation techniques and tools that will give a clear picture of the progress of pupils in both primary and secondary schools (William 2006, 289). The issue of pupil evaluation and assessment is one of the most controversial issues in the educational system of the United Kingdom, as in other parts of the world (Stobart 2008). [ABSTRACT FROM AUTHOR]

The article focuses on the strategies and techniques used in teaching in junior high schools in Great Britain. In one of the styles, teachers are sorted into groups whose description are defined in terms of the relative frequency with which their numbers use the categories of the observable schedule. Teaching styles were described using interaction analysis and questionnaires. The organizational strategy is directed towards assuring that each pupil is allowed the maximum opportunity for learning. It will depend on whether to teach the class as a whole or to organize group work or provide for individualized instruction.