NCETM (2009) Researching Effective CPD for Mathematics Education (RECME). National Centre for Excellence in Teaching Mathematics.
This 2-year, nationally funded project is the largest UK research project into CPD in mathematics education to date. It was led by Project Director Dr. Els De Geest from the University of Oxford with researchers form University of Bristol, Kings College London and University of Birmingham, and supported by the National Centre for Excellence in Teaching Mathematics (NCETM). The CPD initiative – a local Children’s Mathematics Network group in Bristol - is featured in the final report (with a focus on the Bristol CMN group) as one of six successful national CPD initiatives.
NCETM. (2009) Exploring Effective Professional development for Teachers of Mathematics. National Centre for Excellence in Teaching Mathematics.
This is the summary of Final RECME Report.
Back, J. and Joubert, M. (2009) Reflecting on practice in early years’ settings: developing teachers’ understandings of children’s early mathematics. Proceedings of the British Society for Research into Learning Mathematics 29(1) March 2009, 14-18.
This article presents some of the findings of the Researching Effective Ontinuing Professional Development in Mathematics Education (RECME) Project. It focuses on a Children’s Mathematics Network Group in Bristol, a grassroots group that was owned and developed by teachers and practitioners. The group’s informal meetings impacted on the teachers’ and practitioners’ thinking and practice over time and changed their understanding of young children’s mathematical thinking and representations. Elizabeth Carruthers and Maulfry Worthington promote Early Years Children’s Mathematics Network Groups through the Children’s Mathematics Network.
NOTE: The pseudonyms ‘Melanie’ and ‘Lizzy’ in the article refer to Maulfry Worthington and Elizabeth Carruthers.
Carruthers, E. and Worthington. M. (2009) An early years CPD initiative for mathematics: the power of ‘grassroots’ learning. Proceedings of the British Society for Research into Learning Mathematics, 29 (1) March 2009, 1-6.
Local ‘grassroots’ Children’s Mathematics Network groups are initiated and ‘owned’ by teachers and practitioners who explore and develop their understanding of children’s mathematical graphics (Carruthers & Worthington, 2005; 2006; DCSF, 2008) in their own ways. New research findings from Bristol reveal the effectiveness of this form of ‘continuing professional development’ (CPD) and its impact on children’s mathematical thinking (NCETM, 2009). This paper explores the philosophy underpinning these groups, and their inter-connectedness with teachers’ and practitioners developing pedagogy and children’s mathematics. The research on which this article draws was a DfES funded research study in mathematics education was conducted as part of the Researching Effective CPD for Mathematics Education (RECME).
SEED: helping the DfE understand the impact of early education
The Study of Early Education and Development (SEED) is a major new longitudinal study, which will follow 8,000 two-year-olds from across England through to the end of KS1. It will find out how childcare and early education can help to give children the best start in life and what is important for high quality childcare provision. The study is being carried out by NatCen Social Research, working with Frontier Economics, the University of Oxford and 4Children, on behalf of the Department for Education (DfE).
Lord, P., Southcott, C., and Sharp, C. (2011). Targetting children's centre services on the most needy families (LGA Research Report). Slough: NFER.
While continuing to acknowledge the value of ‘universal’ services, The Government has asked children’s centres and local authorities to target services on the ‘most needy’ families. This research aimed to provide local authority early years’ and children’s services leaders, and children’s centre managers with evidence of how children’s centre services are targeting the most disadvantaged families. It involved a rapid review of research and policy, together with case studies in six English local authorities.
Springate, I., Atkinson, M., Straw, S., Lamont, E. and Grayson, H. (2008). Narrowing the gap in outcomes: Early Years (0-5). Slough: NFER.
This report was commissioned by the LGA to inform the DCSF and LGA work on 'Narrowing the Gap'. It focuses on early years' provision and presents findings from a review of the best evidence on narrowing the gap in outcomes across the five Every Child Matters (ECM) areas for vulnerable groups in the context of improving outcomes for all.
Mathers, S., Singler, R., Karemaker, A. (2012) Improving quality in the Early Years: A comparison or perspectives and measures. University of Oxford, A+ Education Ltd.
NCB. (2010) Principles for Engaging with Families. London: Published for the National Quality Improvement Network by NCB