This website features reports and project resources created by the Centre for Developmental and Applied Research in Education (CeDARE), which is based within the School of Education at the University of Wolverhampton.
Now in its fifth year the centre has a developing reputation with central and local government, schools, a range of agencies, community organisations and practitioners for high quality research. In addition the centre has integrated a wide range of education services into its offer.
Choose a project below to view the full resource.
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The LiTE (Lost in Transition Europe) project aims to understand current national strategies that support the transition from non-compulsory, or mature learners, to Higher Education (HE) and build on, or develop new, strategies and resources. The focus will predominately be on widening participation and will target non-traditional HE learners and underrepresented groups.
This project details the impact of the Young Dads TV Project (YDTV) interventions on Young Dads (YDs) and stakeholder organisations. YDTV is a project initiated by Media for Development to improve young fathers’ visibility and recognition and help address the complex web of challenges and barriers which all too often result in young fathers being distant figures in their children’s lives.
In 2009 CeDARE was commissioned to undertake the longitudinal study of Early Years Professional Status (EYPS). The research explored the impact of Early Years Professionals (EYPs) on their settings and on practitioners' roles, career development and aspirations over three years. It was based on two national surveys of EYPs and in-depth case studies of 30 early years settings across England.
This report was researched and written for Million+ by Mark Hadfield, Jas Dhillon, Michael Jopling and Russell Goffe. It highlights how a teaching revolution is underway in modern universities with new approaches to teaching and learning that increases employability and improves the social mobility of graduates.
This research project led by Julian McDougall explores the ways in which gamer-students and teachers might work with the game L.A. Noire to reconfigure dynamics of expertise, begin a remediation of the English Literature curriculum and respond to the digital transformation of what we think it means to ‘read’ in order to think differently about the function of books and the nature of textual authority in the digital age.
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This qualitative evaluation of the I Can Early Talk (ET) programme at supportive level was commissioned by the Department for Children, Schools and Families (DCSF), now the Department for Education (DfE). The research was conducted by CeDARE in 14 SureStart Children's Centres in England in 2010, focusing on children aged 3-4 years.
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This page features several multimedia resources created for various Skills for Life programmes. They include a mentoring and coaching resources, grammar and reading skills materials and a resource for developing reflective practitioners.
This report outlines the findings of the evaluation of the TDA programme for funding ICT in ITT between 2003 and 2008. The evaluation focused on assessing the programme’s impact on trainers and trainees and the organisations and schools in which they were based.