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: In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia’s Pre-K Program. The 2016-2017 Georgia’s Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of… Continue Reading →
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eric.ed.gov har udgivet: In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia’s Pre-K Program. The 2016-2017 Georgia’s Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of… Continue Reading →
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eric.ed.gov har udgivet: More than half of community college courses are taught by part-time faculty. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. We find that part-time faculty have negative effects on student subsequent enrollments. These negative effects are driven by results in math courses. We also find that course schedules could explain substantial proportions of the estimated negative effects, while faculty individual characteristics could not. Survey results on faculty professional experiences suggest that part-time faculty had less institutional knowledge regarding both academic and nonacademic services. We infer that… 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: This the executive summary of the 2013-2014 study which provided the baseline year for the longitudinal study. The study included observations of teaching practices in a random sample of 199 Georgia’s Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavior skills of a sample of 1,169 children attending these classrooms, including parallel assessments in English and Spanish of 139 dual-language learners (DLLs). Classroom/teacher characteristics were examined as predictors of the quality of classroom practices, while both classroom quality as well as child/family and classroom/teacher characteristics were examined as moderators of children’s growth in skills. [To view the full report, see ED593274.] Link til kilde
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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: The information provided in this report shows how students perform when they repeat algebra I and how the level of improvement varies depending on initial course performance and the academic measure (course grades or CST scores). This information can help inform decisions and policies regarding whether and under what circumstances students should repeat the course. The study examined four research questions: (1) How many students repeat algebra I after taking it for the first time?; (2) How do student characteristics (such as race/ethnicity, gender, grade 7 math performance and initial algebra I performance) relate to the likelihood of repeating algebra I?; (3) How well do students perform when they repeat algebra I compared with the first time they took the course?; and (4) How does that difference… 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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