eric.ed.gov har udgivet: Act, Sing, Play (ASP) offered music and drama tuition to Year 2 pupils. The aim of the programme was to evaluate whether music workshops had a bigger impact than drama workshops in terms of pupils’ maths and literacy attainment. The evaluation was based on the hypothesis that participation in high-quality music instruction promotes educational attainment over and above instruction in other artistic pursuits (see Schellenberg, 2004). The ASP programme was developed specifically for this trial and ran from September 2013 to June 2014: 909 pupils participated in 19 schools across London, Essex, Sussex and Coventry. In each participating Year 2 class, pupils were randomly allocated to one of three groups: violin or cello workshops (ASP-strings), singing lessons (ASP-singing), or drama workshops (ASP-drama). The two music groups (strings… Continue Reading →
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eric.ed.gov har udgivet: Under waivers to the No Child Left Behind (NCLB) Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these “Focus Schools.” In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are uniquely interesting for several reasons. One is that the state developed unusually explicit guidance for Focus Schools centered on a comprehensive school-planning process. Second, the state identified Focus Schools using a “super subgroup” measure that combined traditionally low-performing subgroups into an umbrella group. This design feature may have catalyzed broader whole-school reforms and attenuated the incentives to target reform efforts narrowly. Using regression discontinuity designs, we find that these reforms led to… Continue Reading →
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eric.ed.gov har udgivet: This Learner Response System (LRS) intervention involves the use of electronic handheld devices that allow teachers and pupils to provide immediate feedback during lessons. For example, pupils can respond to a question using the device and responses are immediately visible to the teacher, or they can work through problems on the device at their own pace with answers provided as they go. The aim is to improve outcomes by increasing the speed and quality of classroom feedback. A team from Edge Hill University developed the intervention and trained teachers to deliver it to pupils in Years 5 and 6 in primary schools with higher than average proportions of children ever eligible for free school meals. The devices were to be used in at least three lessons a… Continue Reading →
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eric.ed.gov har udgivet: This project entailed a three-year efficacy evaluation of the Computer and Team Assisted Mathematical Acceleration (CATAMA) Lab developed by the Center for Social Organization of Schools at Johns Hopkins University. The CATAMA Lab was proposed as an immediate and practical approach to addressing the different types of math deficits held by students at urban high-poverty schools. The Lab required only 1 teacher per school reducing staff and professional development requirements. It used multiple instructional techniques (including individualized computer instruction, direct instruction, pair and team learning, and individual instruction) to teach math concepts and skills. By taking the place of an elective it allowed students to continue with their on-grade math class. For a more detailed description of the Lab see Appendix 2. The original goal of the… Continue Reading →
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eric.ed.gov har udgivet: The ReflectED programme was developed by Rosendale Primary School to improve pupils’ metacognition–their ability to think about and manage their own learning. This includes the skills of setting and monitoring goals, assessing progress, and identifying personal strengths and challenges. ReflectED consists of 28, weekly, half-hour lessons, which teach pupils strategies they can use to monitor and manage their own learning. Pupils are supported to apply and practise these strategies throughout the rest of the curriculum; reflect on their learning; and record audio, photographed and written notes of their reflections on Evernote, a note-taking app. Pupils are then encouraged to review and reflect on these records over time, so that they can observe their progress and consider which strategies seemed to work well. Teachers can also look across… Continue Reading →
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eric.ed.gov har udgivet: The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The “Intensive Intervention Practice Guides” are created for practitioners… Continue Reading →
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eric.ed.gov har udgivet: The aim of the intervention was to raise levels of engagement and attainment across English, maths, and science in primary schools by improving the quality of teacher and pupil talk in the classroom. The approach, termed “dialogic teaching”, emphasises dialogue through which pupils learn to reason, discuss, argue, and explain in order to develop their higher order thinking as well as their articulacy. The intervention was developed and delivered by a team from the Cambridge Primary Review Trust (CPRT) and the University of York. Year 5 teachers in 38 schools, and a teacher mentor from each school, received resources and training from the delivery team, and then implemented the intervention over the course of the autumn and spring terms in the 2015/2016 school year. Following the intervention,… Continue Reading →
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eric.ed.gov har udgivet: This article reports on the effectiveness of an intervention using conceptual change approaches within challenging tasks, on the mathematics gains for low-performing year 3-6 students in in six primary schools. Quantitative data from PAT-Maths testing for each year showed a consistently large effect size of 0.7 compared to expected gain data from DECD [South Australia’s Department for Education and Child Development]. All six experimental groups caught up with DECD expectations within one year. Over the two years, students from years 3-5 gained an additional 27 months of mathematics learning over the expectations and students from years 4-6 gained 29 months, indicating the potential of the approach for closing educational gaps for low-performing students. Link til kilde
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eric.ed.gov har udgivet: The purpose of this study was to ascertain the attitudes of primary grade teachers and elementary principals about grade retention. Because grade retention is typically initiated in the primary grades, it is important to understand educators’ beliefs about it as a viable option for low-performing students. A paper survey was sent to teachers and principals in one school district, inviting them to provide their perceptions about the reasons for grade retention, the most appropriate time to retain students, and the effectiveness of interventions in deterring the use of grade retention. Overall, teachers and principals believed students should be retained because of academic performance and perceived parental involvement as the most promising intervention to deter the use of grade retention. Teachers agreed significantly more than principals that retention… Continue Reading →
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eric.ed.gov har udgivet: This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from… Continue Reading →
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