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Hot research [electronic resource].

Published
[England] : Teachers TV/UK Department of Education, 2006.
Physical Description
1 streaming video file (24 min.).
Additional Creators
Brook Lapping Productions
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Series
Language Note
This edition in English.
Summary
Episode 13: Professor Ted Wragg investigates the latest hot, and often surprising, research into educational matters. Making the move from play-centred foundation years to a more structured Year One is a worrying experience for many children, says a report by the National Foundation for Educational Research. Caroline Sharp, who co-authored the report, recommends that transition is best viewed ?as a process and not as an event. Jessica, a Year One pupil in Worthing, articulated the difference: In Reception we got to play, and in Year One we have to work a lot. NfER colleague Kate Ridley, also produced some recent Hot Research on the transition from primary to secondary school. She finds that a greater level of cross phase communication between primary and secondary school is helpful to ease transition. Presenter Professor Ted Wragg is delighted that both reports reflect that increasingly the voice of the child is being heard in such research.
Episode 14: Professor Ted Wragg asks if it's discriminatory to fund special help to African Caribbean pupils under the Aiming High initiative to improve self-esteem and learning outcomes. Previous research into black boy attainment revealed that some teachers automatically had low expectations of this group. They talked about teachers having low expectations of them explains Rosemary Campbell, project manager of Investigating in Diversity, and an Aiming High consultant. They talked about almost a pre-disposition to see their behaviour as deviant. Under Aiming High, 30 schools were given £25,000 to spend on projects aimed at their African Caribbean pupils. But Professor Ted Wragg worries whether success will continue now the scheme has been extended to 100 schools but at only £3,000 per school. Every school can do this, says assessor Professor David Gilbourn from the Institute of Education. What really matters is the determination of the school.
Episode 15: New research which suggests that computer gaming can improve boys learning and thinking may surprise teachers and parents. But it seems girls could fall behind unless they start playing computer games with the same obsessive gusto. Institute of Education's Caroline Pellitier argues that we need to teach both creation and analysis of different media forms such as computer games in recognition of its importance as an industry and also in its own right.Media Studies teacher Nikki Madan from Parkside Community School in Cambridge thinks computer games can help some pupils with their reading. If you ve got lower ability pupils the game allows you an entry point to the novel. Institute colleague Dr Andrew Burn, points out it took almost 100 years for film to become an accepted medium to study. Will it take as long for computer gaming to be allowed onto the school curriculum?
Episode 16: You have to know the rules, to know how to break the rules, says Dr Andrew Burn from the Institute of Education. He's looking into the confusion over whether creativity stems from freedom or whether structure is required before children can produce anything worthwhile. His research also suggests that teachers can overlook the value of children's diverse cultural backgrounds and experiences. Creativity doesn?t come out of nowhere and children come to school with a great many cultural resources which we sometimes overlook, says Dr Burn. Another recent report, co-written by the National Foundation for Educational Research's Dick Downing and funded by the Arts Council and the Tate, looked at the impact of adding or extending the teaching of contemporary art to the curriculum. For some schools it proved a success, but in others teachers were hesitant to show pupils contemporary art fearing that it was far too difficult? It would make them giggle.
Episode 17: Is one method of teaching reading superior to others? According to recent newspaper coverage, a seven year study of children's reading conducted in Clackmannanshire suggests synthetic phonics is the best method. Institute of Education Reader Rhona Stainhorp argues that the way reading methods were taught (analytic phonics were taught at the rate of one letter a week whereas the 44 sounds of synthetic phonics were all taught within 16 weeks) might be responsible for the difference. Lecturer Dominic Wyse from Cambridge University, feared the press coverage might sway the Government into over-emphasising the teaching of synthetic phonics and asks why should we emphasise phonics above other things which have also been found effective? Presenter Professor Ted Wragg also examined what key educationalists feel should be on the English curriculum in 2115. Should it really include texting?
Episode 18: A poor memory is almost as important as IQ as an indicator of key stage one and three outcomes. The research, conducted by Sue Pickering from Bristol University, also reveals that the way eight year old boys and girls tackle mental arithmetic differs. Girls rely on their working memory (often using their fingers to check) which initially seems to give more accurate answers than the long term memory many boys use. The method preferred by girls uses up large amounts of space in their working memory as the mental arithmetic tasks become more complex in later key stages, and so girls begin to struggle. By contrast, the method of recall favoured by boys means they still have spare memory capacity even when the mental arithmetic becomes more complex. Deputy Head Laurie Johnston thinks this might explain why the girls at Charles Edward Brook School seemed to struggle with mental arithmetic at key stages three and four.
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Note
Title from resource description page (viewed Mar. 5, 2012).
AVAILABLE ONLINE TO AUTHORIZED PSU USERS.
Other Forms
Previously released as DVD.
Reproduction Note
Electronic reproduction. Alexandria, VA : Alexander Street Press, 2012. (Education in video). Available via World Wide Web.
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