eric.ed.gov har udgivet: The Magic Breakfast project provided 106 schools with support and resources to offer a free, universal, before-school breakfast club, including to all Year 2 and Year 6 pupils. The aim of the project was to improve attainment outcomes by increasing the number of children who ate a healthy breakfast. The schools in the project were schools in England with a relatively high proportion of disadvantaged pupils. The project ran between September 2014 and July 2015. Schools were provided with free food, support from a Magic Breakfast school change leader, and a £300 grant towards up-front costs. The intervention itself was delivered by school staff and volunteers. The impact of the project was evaluated using a randomised controlled trial involving around 8,600 pupils. The process evaluation involved qualitative… Continue Reading →
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eric.ed.gov har udgivet: This report documents the results of an evaluation of the Future Foundations Society CIC (Future Foundations) academic summer school which took place in August 2013. The Future Foundations summer school programme is a literacy and numeracy catch-up intervention which provided extra schooling in the summer holidays. Pupils attending the four-week programme followed a specially designed curriculum involving regular literacy and numeracy lessons taught by trained primary and secondary school teachers. The programme took place in the summer of 2013 across three sites in London and the South East: Brighton, Enfield, and Islington. It was targeted at pupils in Years 5 and 6 who were eligible for free school meals (FSM) and at pupils who had not achieved Level 4 in English or maths at the end of… Continue Reading →
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eric.ed.gov har udgivet: The Changing Mindsets project sought to improve academic attainment by supporting pupils to develop a growth mindset: the belief that intelligence is not a fixed characteristic and can be increased through effort. Previous research (Good et al., 2003; Blackwell et al., 2007) has suggested that holding this belief enables pupils to work harder and achieve better results. The project consisted of two separate interventions: (1) an intervention that taught pupils directly about the malleability of intelligence through six workshops, which were delivered by undergraduates from the University of Portsmouth, and four further sessions delivered by two local organisations: the Education Business Partnership, and Pompey Study Centre (now called Portsmouth in the Community); and (2) a professional development course that trained teachers on approaches to developing and reinforcing… Continue Reading →
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eric.ed.gov har udgivet: Philosophy for Children (P4C) is an approach to teaching in which students participate in group dialogues focused on philosophical issues. Dialogues are prompted by a stimulus (for example, a story or a video) and are based around a concept such as ‘truth,’ ‘fairness’ or ‘bullying.’ The aim of P4C is to help children become more willing and able to ask questions, construct arguments, and engage in reasoned discussion. The primary goal of this evaluation was to assess whether a year of P4C instruction for pupils in Years 4 and 5 would lead to higher academic attainment in terms of maths, reading, and writing. The project also assessed whether P4C instruction had an impact on Cognitive Abilities Test results. The evaluation ran from January to December 2013. Teachers… Continue Reading →
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eric.ed.gov har udgivet: The “Hallé SHINE on Manchester” (HSoM) programme is a Saturday school educational programme designed to increase the reading and maths attainment, as well as engagement with school, of underachieving and disadvantaged pupils at Key Stage 2. Developed in collaboration between the SHINE Trust and Hallé Orchestra, the intervention provides additional school-based literacy and numeracy lessons, based on musical themes, as well as visits to Hallé rehearsals, performances and other theme-based activities. Twenty-five Saturday sessions, each lasting five hours, were planned for the intervention over the course of an academic year, delivered by qualified teachers, teaching assistants, peer mentors, and professional musicians. The evaluation consisted of two randomised controlled trials (RCTs)–a pilot trial and a main trial–and a process evaluation conducted with primary schools in the Manchester area… Continue Reading →
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eric.ed.gov har udgivet: Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular… Continue Reading →
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eric.ed.gov har udgivet: This report presents the findings from an efficacy trial and process evaluation of the Parent Engagement Programme (PEP). The PEP was a school-level intervention designed to improve pupil outcomes by engaging parents in their children’s learning. The programme was developed collaboratively by research teams from the University of Bristol and Harvard University and was delivered between September 2014 and July 2015. The study was conducted by the Centre for Effective Education, Queen’s University Belfast between February 2014 and February 2016. The trial involved 15,697 students in Years 7, 9, and 11 from 36 English secondary schools, with schools sending an average of 30 texts to each parent over the period of the trial. The developers of the intervention managed its delivery to ensure optimal implementation. It was… Continue Reading →
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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: 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: 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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