Aim: To investigate how writing frames can be used to improve the standard of boys writing.

Aim: To teach children to generate questions designed to improve their capacity to think critically about scientific problems.

Aim: To identify reasons why some pupils in Year 8 have difficulty with basic punctuation, to explore teachers' perceptions of pupils' difficulty with punctuation and their pedagogic strategies for supporting pupils with punctuation problems and to suggest strategies which are likely to help pupils use punctuation successfully

Aim: To compare the effectiveness of two approaches to teaching games in physical education: the skills approach and the Games for Understanding approach.

Aim: The purpose of this research was to identify, implement and evaluate, collaboratively with five other members of our A level Business team, assessment for learning (AfL) practices that could best support and develop our students A level education.

Aim: The study sought to explore the extent to which young children of 5/6 years of age could be encouraged to articulate their thinking and the way they perceive themselves as learners. In particular the researcher aimed to investigate whether the use of thinking skills strategies within a Year 1 class could improve the childrens comprehension of literacy texts and encourage a wider participation within the class members through speaking and listening.

Aim: Our simple aim is to improve teaching and learning in our school.

Aim: The research set out to look into the provision for Gifted and Talented pupils within Design and Technology at Key Stage 3 in a Hartlepool school, which was currently using a standardised ability test known as Middle Years Information System (MidYIS). Two questions were considered: Are test results from MidYIS a reliable indicator for technology GAT pupils? and Does a more creative delivery encourage GAT pupils to produce higher-level ideas and to be more satisfied with their projects?"

Aim: This study set out to use action research to implement approaches aimed at increasing the participation of children and teachers in making decisions about their own learning. We intended to investigate the potential of these strategies to give greater responsibility, involvement and ownership to those in the classroom, and to explore the role of leadership.