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The research on which this article is based was undertaken by Robert Price and Andrea Raiker during 1998/99 as part of the Teacher Training Agency Teacher Research Grants Scheme. This was the final pilot year of the National Numeracy Strategy (1). Their results indicated that teachers were lacking in confidence in the teaching of mathematics in general, and in data handling in particular. The report indicated that lack of subject knowledge due to insufficient and inappropriate INSET was a possible cause. A University of Toronto report (Watching and Learning, ref. 2) on the first years of the National Literacy and Numeracy Strategies praises progress so far but advises that sustained progress will be dependent on teachers continuing to upgrade their skills and knowledge. In the light of tight financial control over INSET budgets, we feel that this research still has relevance. |
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| pre conference resources |
 Video clips and presentation slides from our previous pre conferences, are now available online.
Click here to view. |
CERUKplus is the only free database of current education and children’s service research projects in the UK. CERUKplus would like to include practitioner research undertaken as part of masters degree courses or levels 3 + 4 of the Teacher Learning Academy in 2010, and would like to hear from practitioners interested in doing so. We are committed to supporting teachers and lecturers in their research work and building connections between communities of practice. |
| research engaged schools |
 The contribution of research to school improvement has been a matter of considerable debate. It is widely argued that educational practice should be more evidence based, but it is acknowledged that this is not easy to achieve. |
Click here to download free articles available on research engaged school theme  |
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