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Pedagogy - Campus - 28.05.2021
Extra classroom time may do little to help pupils recover lost learning after COVID-19
Extra classroom time may do little to help pupils recover lost learning after COVID-19
Adding extra classroom time to the school day may only result in marginal gains for pupils who have lost learning during the COVID pandemic, a study says. Simply keeping all students in school for longer, in order to do more maths or more English, probably won't improve results much Vaughan Connolly The University of Cambridge analysis used five years of Government data, collected from more than 2,800 schools in England, to estimate the likely impact of additional classroom instruction on academic progress, as measured at GCSE.

Social Sciences - Pedagogy - 16.05.2021
Increased emotional difficulties in children during the pandemic
Whilst the rise in emotional problems in teenagers and young adults since the pandemic has become clearer, little is known about the emotional response of pre-school and primary school aged children. Using data tracking children's emotional development at multiple ages before and during the pandemic, the research team were able to explore differences in trajectories of emotional difficulties in children before and during the pandemic.

Pedagogy - 13.05.2021
Over a fifth of all child deaths in England could be avoided by reducing deprivation, new report finds
Around 700 child deaths that occur in England each year might be avoided by reducing deprivation, finds a new NHS England-funded report published today [13 May]. The University of Bristol National Child Mortality Database (NCMD)-led analysis identified a clear association between the risk of death and level of deprivation for children in England, for all categories of death except cancer.

Pedagogy - Social Sciences - 10.05.2021
New birth cohort study will study children of the 2020s
A new nationally representative birth cohort study launching in England in the coming year will deliver valuable insights into child development, led by UCL researchers and commissioned and funded by the Department for Education. The Children of the 2020s Study will include babies born in April, May, and June 2021.

Psychology - Pedagogy - 07.05.2021
Supporting mums' mental health strengthens 'protective' playmate role with children
Supporting mums’ mental health strengthens ’protective’ playmate role with children
Helping parents with depression or anxiety could also improve their ability to engage in potentially 'protective' forms of play with their children that can reduce the risk of behavioural problems, new research suggests. If there are two mothers who pretend play with the same frequency, but one has higher anxiety or depression level, the child of that parent will tend to engage in less pretend play Zhen Rao The finding comes from a granular analysis of 3,600 five-second clips, which researchers took from recordings of 60 mother-toddler pairs playing together.

Health - Pedagogy - 28.04.2021
New research plans confirmed on Bristol health study’s 30th birthday
Thirty years after it first started, the Children of the 90s health study - one of the largest, most detailed longitudinal birth cohorts in the world - announced today [28 April] that it will launch its biggest collection of health data yet on three generations of Bristol families in September. Children of the 90s data has been used in over 2,200 health studies around the world to date.

Pedagogy - Social Sciences - 22.04.2021
Cultivating 'multilingual identities' in schools could help reverse national crisis in language-learning
Cultivating ’multilingual identities’ in schools could help reverse national crisis in language-learning
More young people may choose to study foreign languages to GCSE if they are encouraged to 'identify' with languages at school, rather than just learning vocabulary and grammar, new research suggests.

Pedagogy - Psychology - 31.03.2021
More support needed for two children in every class with hidden language disorder
Research from Bath psychologists suggests schools could introduce quieter alternatives to playtime to help children with Developmental Language Disorder. Last updated on Wednesday 31 March 2021 Children with a common but regularly undiagnosed disorder affecting their language and communication are likely to be finding the transition back to school post-lockdown harder than most, according to a team of psychologists.

Pedagogy - Health - 26.03.2021
Bristol primary school pupils become scientists for a day
Bristol primary school pupils become scientists for a day
Pupils at a Bristol school became scientists for a day to understand more about how PCR testing works to diagnose for COVID-19. Four Acres Academy is one of many local schools that are taking part in a ground-breaking University of Bristol research project to increase researchers understanding of infection patterns of COVID-19 in children.

Pedagogy - 26.03.2021
Global evidence for how EdTech can support pupils with disabilities is ’thinly spread’, report finds
An "astonishing" deficit of data about how the global boom in educational technology could help pupils with disabilities in low and middle-income countries has been highlighted in a new report.

Pedagogy - 26.03.2021
Global evidence for how EdTech can support pupils with disabilities is ’thinly spread’
An 'astonishing' deficit of data about how the global boom in educational technology could help pupils with disabilities in low and middle-income countries has been highlighted in a. Despite widespread optimism that educational technology, or 'EdTech', can help to level the playing field for young people with disabilities, the study found a significant shortage of evidence about which innovations are best-positioned to help which children, and why; specifically in low-income contexts.

Pedagogy - 10.03.2021
Being born small doesn’t tend to disadvantage IVF babies’ cognitive development
Children conceived through medically assisted reproduction who are born small do just as well in cognitive tests during childhood and adolescence as naturally conceived children who are born a normal weight, finds a new study led by UCL researchers.

Health - Pedagogy - 10.02.2021
Wider lockdown key to preventing Covid-19 surge if schools reopen
Wider restrictions must remain in place if schools reopen in March in order to keep the epidemic's R number below 1 in the UK, a new UCL-led modelling study suggests. The pre-print study, published on the site medRxiv, suggested that reopening schools to all pupils in some form on March 8 may lead to an increase in cases but that, if a broader lockdown remained, it was unlikely to cause the R rate to go above 1 and lead to the epidemic growing again.

Pedagogy - Psychology - 03.02.2021
Teaching pupils empathy measurably improves their creative abilities
Teaching pupils empathy measurably improves their creative abilities
Teaching children in a way that encourages them to empathise with others measurably improves their creativity, and could potentially lead to several other beneficial learning outcomes, new research suggests. We clearly awakened something in these pupils by encouraging them to think about the thoughts and feelings of others Helen Demetriou The findings are from a year-long University of Cambridge study with Design and Technology (D&T) year 9 pupils (ages 13 to 14) at two inner London schools.

Pedagogy - 02.02.2021
Why learning, not rewards, may be the key to happiness
Dr Bastien Blain (UCL Queen Square Institute of Neurology) co-authors an article on his new research, which finds how we learn about our world may be more important for how we feel than the rewards we actually receive. Our obsession with happiness isn't as modern as it may seem. Philosophers from Aristotle to Jeremy Bentham have all argued that subjective wellbeing is crucial.

Pedagogy - 12.01.2021
Family court decisions distorted by misuse of key research, say experts
Family courts are misunderstanding and misusing research around how children form close relationships with their caregivers, say an international group of experts. The decisions reached by family courts can have a major impact on a child's life, but as we've seen, these decisions may be based on incorrect understanding and assumptions Robbie Duschinsky Seventy experts from across the globe argue that widespread misunderstandings around attachment research have hampered its accurate implementation, with potentially negative consequences for decisions in family courts.

Pedagogy - 08.12.2020
Pupils can learn more effectively through stories than activities
Storytelling is the most effective way of teaching school children about evolution, say researchers at the Milner Centre for Evolution. Last updated on Tuesday 8 December 2020 A randomised controlled trial found that children learn about evolution more effectively when engaged through stories read by the teacher, than through doing tasks to demonstrate the same concept.

Pedagogy - Mathematics - 27.11.2020
Storybooks could help children’s maths
Tutoring programmes and storybooks can help improve children's attainment in maths, according to a new evidence review led by UCL researchers. The evidence review, published today by the Education Endowment Foundation (EEF) and written by a team from the UCL Institute of Education, the University of Brighton, Loughborough University and Ulster University, synthesises the best international evidence about the teaching and learning mathematics for children in Early Years and Key Stage 1 (between the ages of 3 and 7).

Health - Pedagogy - 10.11.2020
Study completes COVID-19 antibody testing
Children of the 90s, a health study based at the University of Bristol, has today [10 November] published results from a study testing almost 5,000 participants for COVID-19 antibodies. The results found 4.3 per cent reported a positive result, of which a quarter were asymptomatic and did not report any symptoms in previous questionnaires.

Social Sciences - Pedagogy - 06.10.2020
Children use make-believe aggression and violence to manage bad-tempered peers
Children are more likely to introduce violent themes into their pretend play, such as imaginary fighting or killing, if they are with playmates whom peers consider bad-tempered, new research suggests. For some children, this could actually be a way of developing their social and emotional skills Zhen Rao Academics from the University of Cambridge believe that the tendency for children to introduce aggressive themes in these situations - which seems to happen whether or not they are personally easy to anger - may be because they are 'rehearsing' strategies to cope with hot-headed friends.
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