What impact does inclusion have on pupils' achievement - both those with diagnosed special needs and those without - and how could schools manage inclusion so that they reduce any possible negative impact that inclusion might have? The study we have chosen for this TLA research summary sheds some light on these key issues.The study is: Dyson A., P. Farrell, G. Hutcheson and F. Polat. Inclusion and pupil achievement.

Students' views on their learning can have much to tell us about effective teaching. For this TLA research summary we selected and summarised a richly detailed, three-year study of the teaching of mathematics, which takes account of the students' own perceptions of their learning experiences.The study examines in considerable depth approaches to mathematics in two English secondary schools that were using markedly different approaches to the teaching of mathematics. It was conducted in England between 1992 and 1995 and was first published in 1997.

For this TLA research summary we selected, appraised and summarised a study which teachers might find useful as they get to grips with information and communication technology (ICT) across the curriculum. The questions we have devised bring out the particular aspects of the study that we think are most valuable for teachers.The study is: Moseley, David, Steve Higgins et al (Newcastle University) and Lynn Newton (CEM Centre, Durham University).  Ways forward with ICT: effective pedagogy using information and communications technology for literacy and numeracy in primary schools.

For this feature, the TLA research team selected research undertaken by the 'Researching effective pedagogy in the early years' (REPEY) project. We hope that this summary will offer all teachers the opportunity to find out about effective practice for laying the foundation for learning upon which all teachers and learners build.The early years of children's learning has traditionally been an under-researched area. The availability of this rigorous and far-reaching stream of evidence is an important step forward.

For this TLA research summary, we selected, appraised and summarised a study that might be helpful to teachers wanting to find out more about using assessment 'formatively' - that is, as a teaching and learning tool in their classrooms. The study is: Black, Paul and Dylan William. Inside the Black Box. London: King's College, 1998. We have used our 'scaffolding' of questions to see what useful information the report contained for teachers.

To shed some light on these important issues, the TLA research team looked at evaluations of a classroom approach called 'Thinking Together' which helped pupils learn to work collaboratively and improve their capacity to think.Our last summary explored how teachers planned and used talk for learning in their classrooms.

All schools work hard to identify and support pupils who are attaining well below the average. This TLA research summarises a study that explored the ways in which teachers and schools support such pupils by placing them in groupings and providing specific and tailored support. The study identified some successful classroom, department and school strategies for assisting low attaining students to learn.The study is:Dunne, M., S. Humphreys, J. Sebba, A. Dyson, F. Gallannaugh and D. Muijs. Effective teaching and learning for pupils in low attaining groups.

The study summarised in this TLA research summary focuses on student motivation and achievement and explores how they relate to beliefs that students hold about themselves and about the nature of ability. The book, summarised in Self-theories: Their role in motivation, personality and development (Dweck 2000), aimed to explore why some young people exceed expectations and others fail to fulfil their potential.Carol Dweck has spent over thirty years researching how learners responded to experiences of difficulty and challenge.

growing number of pupils, including primary school pupils, who are permanently excluded from school. The authors recognised the position of many teachers whose unions were demanding protection for their members and for pupils by excluding unruly pupils from mainstream schools. The authors believed that many teachers did not see exclusion as an acceptable solution to the problems posed by the most challenging students.

The importance of parental involvement in children's education is well evidenced. But how much difference does parental involvement make and what kind of involvement makes the difference?For this TLA research summary we have summarised a literature review of studies that explored the impact of parental involvement on children's educational progress and strategies for enhancing their involvement.The study is:Desforges, C. and A. Abouchaar. The impact of parental involvement, parental support and family education on pupil achievement and adjustment: a review of the literature.