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The last few years have seen an increase in research studies on the impact and effectiveness of information and communication technologies (ICTs) in the teaching and learning of English as a school subject. It is against that research background and against recent developments in policy and practice in the UK that the present systematic review of the(More)
BACKGROUND Calreticulin, a Ca(2+)-buffering chaperone of the endoplasmic reticulum, is highly expressed in the embryonic heart and is essential for cardiac development. After birth, the calreticulin gene is sharply down regulated in the heart, and thus, adult hearts have negligible levels of calreticulin. In this study we tested the role of calreticulin in(More)
A systematic review of the use of small-group discussions in science teaching with students aged 11-18, and the effect of different stimuli (print materials, practical work, ICT, video/film) on students' understanding of evidence A systematic review of the use of small-group discussions in science teaching with students aged 11-18, and the effect of(More)
There are no conflicts of interest for the core team of RG members. Other members of the RG (John Holman, Robin Millar) are involved in the development of 21 st Century Science, a course currently in its pilot phase which will be advocating the use of small-group discussions. A number of members of the RG (all of which advocated the use of small-group(More)
Acknowledgements The EPPI-Centre English Review Group and this review are part of the initiative on evidence-informed policy and practice at the Economics and Psychology are major players in evidence-informed research. There are no conflicts of interest for any members of the group. (2004) The effect of grammar teaching (sentence combining) in English on 5(More)
Acknowledgements The EPPI English Review Group and this review are part of the initiative on evidence-informed policy and practice at the There are no conflicts of interest for any members of the group. (2004) The effect of grammar teaching (syntax) in English on 5 to 16 year olds' accuracy and quality in written composition: Review summary. University of(More)
Acknowledgements The authors of the report would like to acknowledge the support of the Higher Education Academy in funding the pilot study and systematic review into argumentative skills in first year undergraduates. They would also like to thank the students, lecturers, professors, administrators and heads/chairs of departments who cooperated with the(More)
ACKNOWLEDGEMENTS The Science Review Team is one of a number of teams undertaking systematic reviews to support the evidence base of Initial Teacher Training (ITT) staff in England. The Review Team is grateful for the funding from the Teacher Training Agency (TTA) which enabled this review to be carried out. The Review Team also acknowledges the financial(More)
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