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Importance of students’ social resources for their academic achievement and well-being in elementary school - European Journal of Psychology of Education

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Based on the relationships motivation theory, it can be assumed that social interactions in elementary school are essential for students’ development and especially for their school success. Thus, this study examined how vital social resources, more precisely social interactions with peers and teachers, are for two central aspects of school success, namely academic achievement and well-being. To this end, the representative German PIRLS 2016 data of 3959 fourth-grade students (MAge = 10.34 years; N = 1,940 girls, 71% white) were analyzed. Social interactions were operationalized using factors indicating whether students experienced bullying from peers, and how much teacher support they perceived. We found that fewer bullying experiences and more perceived teacher support were positively related to academic achievement and enjoyment of school as a prominent aspect of school-related well-being. Applying machine-learning methods to avoid overfitting while including important control variables, only the effects of bullying experiences and perceived teacher support on well-being remained robust. The results underlined that positive relationship experiences were particularly important for students’ well-being but not necessarily incremental to students’ academic achievement.

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The Effect of Expectation on Student Achievement

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The effect of expectationExpectations on student achievement was examined in this meta-analysisMeta-analysis study. A total of 1641 research studies were collected during the literature review, out of which 67 were included in the meta-analysis. The sixty seven…

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The Latest Science of Growth Mindset || Carol Dweck

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An intervention which aims to improve attainment by developing a growth mindset in pupils.

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Growth Mindset Programme Shows Promising Results for Teachers, But Mixed Impact on Pupils

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A new study has evaluated the Mindset Teams programme, a UK-based educational intervention aimed at improving teacher attitudes and pupil attainment.

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Self-determination Theory in Assessment and Feedback – Increasing Students’ Motivation - University of Birmingham

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Dr Sabrina Kombrink (Mathematics) discusses self-determination theory in assessment and feedback to increase students’ motivation

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The Pygmalion Effect, Growth Mindset, & Learning ft. Robert Rosenthal

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Edward Deci and Richard Ryan - Google Search

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Deci himself explaining this. 17:35. Go to channel · MOTIVATION & LIFESTYLE with Richard Ryan at Happiness & Its Causes 2017. Happiness & Its…

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Search our resources - Centre for Innovation in Education - University of Liverpool

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Fair and student-friendly marking criteria:

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Designing effective marking rubrics :: Te Kete Wānaka

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Time spent developing a marking rubric will pay off as, if designed effectively, your marking rubric will be a tool for assessing student work, improving marking efficiency and consistency, and providing useful feedback.

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Analyse, evaluate, review, synthesise, and argue: why teacher-assessors' interpretations of command words matter

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Background: Secondary school teachers sometimes teach and assess material outside their specialisms for reasons including staff shortages or the growing popularity of the interdisciplinary courses. We hypothesised that teacher-assessors with

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Axe Throwing In Newcastle | Urban Axe Throwing Newcastle

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Hatchet Harrys provides Axe throwing in Newcastle. Great atmosphere, expert staff to teach proper axe-throwing technique, and proper Northern Service.

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T level Best Practice Network Insights: Mastering assessment and Exam strategies

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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this guidance report aims to help secondary schools improve literacy in all subject areas. it provides seven recommendations related to reading

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vocabulary development and supporting struggling students. throughout the report

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recommendations emphasise the importance of disciplinary literacy.  disciplinary literacy is an approach to improving literacy across the curriculum. it recognises that literacy skills are both general and subject specific

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emphasising the value of supporting teachers in every subject to teach students how to read

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write and communicate effectively in their subjects.  this guidance challenges the notion that literacy in secondary school is solely the preserve of english teachers

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or literacy coordinators. the emphasis on disciplinary literacy makes clear that every teacher communicates their subject through academic language

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speaking and listening are at the heart of knowing and doing science

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and every other subject in secondary school.

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Seven recommendations related to reading, writing, talk, vocabulary development and supporting struggling students

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This animation aims to cut through the complexity that surrounds metacognition by providing a clear example of what it looks like in practice. It could be used to start colleague conversations, build staff knowledge when designing and delivering Effective Professional Development on metacognition.

https://youtu.be/sAik_RQY_Dg

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evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well. however

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while the potential impact of these approaches is very high

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less is known about how to apply them effectively in the classroom.  this guidance report reviews the best available research to offer teachers and senior leaders practical advice on how to develop their pupils’ metacognitive skills and knowledge. the report has recommendations in seven areas and ‘myth busts’ common misconceptions teachers have about metacognition.  for example

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some teachers think they need to teach metacognitive approaches in ‘learning to learn’ or ‘thinking skills’ sessions. but the report warns that metacognitive strategies should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks.

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Apply metacognitive strategies in the classroom.

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Special Educational Needs in Mainstream Schools

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Create a positive learning environment for pupils with SEN.

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Use powerful data from our insights surveys to drive your digital strategy.

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lift learning scaffolding strateiges - Bing

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Intelligent search from Bing makes it easier to quickly find what you’re looking for and rewards you.

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Switching your 16-19 aviation, travel and tourism provision

We're proud to be supporting providers in continuing to offer aviation, travel and tourism qualifications.

If you'd like to find replacements to your City & Guilds qualifications that are due to close to new registrations from September 2024, find out how easy it is to switch your provision to NCFE.

Find out more

In this section you'll find qualifications, resources, approvals, and everything you need to know about onboarding, quality assurance, using the Portal, moderation and assessment, certificates, training events, forms, support visits and more.
You'll also find a dedicated area to support the delivery of Essential Digital Skills, Functional Skills, T Levels and V Certs, including curriculum support and assessment resources.

How to become a new approved centre with NCFE

Already an approved NCFE centre?

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Switching your 16-19 aviation, travel and tourism provision We're proud to be supporting providers in continuing to offer aviation, travel and tourism qualifications. If you'd like to find replacements to your City & Guilds qualifications that are due to close to new registrations from September 2024, find out how easy it is to switch your provision to NCFE.

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Catch up on the third instalment of our Professional Development week which took place 16-20 December 2024.

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Education and Early Years events | T Levels | NCFE

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Education and Early Years events | T Levels

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You can register for our upcoming Education and Early Years T Level events and training here and learn more about our Virtual Workshops and Drop-in clinics.