Literature Reviews

DFID

This Guidance Note provides information on how to improve educational access and quality for childrenwith disabilities. It gives an overview of the global context, provides best practice case studies and clearly signpostspractical tools and resources. It is in three sections:

• Background information: a synthesis of information relating to educating children with disabilities which and other institutions
• Action required: examples of action that can be taken to move systems towards greater inclusion
• References: a bibliography with links to online resources and a glossary of key terms.

This Guidance Note focuses on working on disabilities within the education sector , summarises the main idea and provides signposts to relevant practical tools and further reading. Three approaches for educating children with disabilities are highlighted.

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Stella Vosniadu
July 13, 2001

This booklet is about how children learn. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. As part of its mission, the Academy provides timely syntheses of research on educational topics of international importance. This booklet is the seventh in the series on educational practices that generally improve learning.

The officers of the International Academy of Education are aware that this booklet is based on research carried out primarily in economically advanced countries. The booklet, however, focuses on aspects of how children learn that appear to be universal in much formal and informal schooling. The practices presented here are likely to be generally applicable throughout the world. Even so, the principles should be assessed with reference to local conditions, and adapted accordingly. In any educational setting or cultural context, suggestions or guidelines
for practice require sensitive and sensible application, and continuing evaluation.

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Multi-grade teaching refers to the teaching of students of different ages, grades and abilities in the same group. It is referred to variously in the literature as 'multilevel', 'multiple class', 'composite class', 'vertical group ‘,’ family classes, and, in the case of one-teacher schools, 'unitary schools'. It is to be distinguished from mono-grade teaching in which students within the same grade are assumed to be more similar in terms of age and ability. However, substantial variation in ability within a grade often leads to "mixed-ability" teaching. There can also be wide variations in age within the same grade, especially in developing countries, where the age of entry to school varies and where grade repetition is common. This condition of "multi-age-within-grade" teaching appears not to have generated such universal recognition, perhaps because it occurs more often in developing than in developed countries.

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Multigrade teaching is practiced in many parts of the world. In a multigrade classroom, "Activity based learning, peer learning & class room learning must take place for effective learning in the classroom. The teacher has to adapt all the techniques available for a natural and involved learning."

This document notes the factors that lead the use of multigrade teaching, the problems faced by educators who engage in it and strategies to facilitate learning in the multigrade teaching and learning environment.

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June 1, 2003

The aims of the review are to investigate the impact of:

  •  parental support (e.g. the provision of parenting skills training, advice and guidance for parents) on pupil achievement/engagement;
  • family learning (i.e. as a Parent Governor, reading to children, encouragement and help with homework) on pupil achievement/engagement; and
  • parents’ level of education, e.g. the impact of parents with universitylevel education on children’s achievement.

The main aim of the proposed project is to produce a comprehensive literature review of reliable research evidence on the relationship between parents/parenting and pupil achievement/engagement. The reviewattempts to answer the following research questions:

  1. What are the main findings/conclusions of research that has investigated the relationship between parenting (in terms of parental support, family learning, parental involvement and parents’ level of education) and pupil achievement/engagement.
  2. On what issues are the research findings in agreement? On what issues are the research findings Inconsistent? Where are the gaps in the current research evidence?
  3. What elements of parental support, family learning, parental involvement and parents’ level of education impact positively on pupil achievement/engagement? Does the effectiveness of these elements change according to: (a) pupil age; (b) the gender of pupils; (c) whether parents participate on a voluntary – rather than required – basis; (d) socio-economic group; and (e) the way in which schools interact with parents?
  4. What strategies/interventions have been successfully used (nationally and internationally – especially in the European Union, Australia, New Zealand, Canada, and the USA) to enable parental support, family learning, parental involvement and parents’ level of education to have a positive impact on pupil achievement/engagement? To what extent can these strategies/interventions be successfully implemented in
    present-day England?
  5.  To what extent can those strategies/interventions, which effectively enable parental support, family learning and parental involvement to have a positive impact on pupil achievement, be deliberately targeted to address the achievement gap – particularly towards hard-to-reach parents?
  6. To what extent does the timing of interventions impact positively or negatively? For example, what is the evidence for/against intervention from birth? What evidence is there that later interventions (e.g. at KS1, 2 or 3) have equal/lesser/greater impact?
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Gina Gianzero
January 1, 1999

Gianzero (1999) presents a comprehensive review of the literature concerning the relationship between parental involvement and student performance, predictors of parental involvement, types of parental involvement. Research indicates that strong family school linkages improve children's educational success regardless of socioeconomic status. It is noted that, for schools, the benefits of parental involvement include: (a)better reputation in the community (b) improved teacher morale (c) higher parental ratings of teacher performance, and (d) increased support from families.


This paper highlights research, which show that in the US, parental involvement begins to decline in middle school. This may be attributed to the fact that students work with different teachers, distance between schools and homes, and parents' perception that their children need more autonomy.


According to Gianzero (1999), research indicate "the care with which strategies are planned and implemented is more significant than the specific form the involvement takes" and cautions that "a school climate that does not make families feel welcomed, respected, needed and valued risks alienating parents" (Gianzero, p. 8 - 9).

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Leonard Sax
December 27, 2010

This paper highlights previous research as it relates to sex differences in hearing and the implications for the classroom practices. Research suggests that girls are more sensitive to sounds than boys.

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