卓越實證概述 Best Evidence in Brief

Educational Administration and Leadership

The effects of high-quality PD on teachers and students

A report from the Education Policy Institute (EPI) in the U.K. reviews the evidence on the impact of professional development (PD) for teachers, and finds that high-quality PD can play a role in improving teaching quality. Commissioned by Wellcome, the rapid review and meta-analysis examined 52 randomized controlled trials evaluating PD programs for teachers in order to establish their impact on student and teacher outcomes. These were trials of interventions that went beyond current practice in school, and might include training courses, mentoring, seminars, and peer review. The findings of the report suggest that High-quality PD has a positive effect on students’ learning outcomes (ES = +0.09). The review also suggests that the availability of high-quality PD may have a positive impact on teacher retention, particularly for early-career teachers.   Source: Fletcher-Wood, H., & Zuccollo, J. (2020). The effects of high-quality professional development on teachers and students – A rapid review and meta-analysis....

19 05 2020
Keeping teachers engaged is key to retention

There is a strong interaction between how engaged and supported teachers feel and intention to remain or leave the profession, an analysis by Sarah Lynch and colleagues for the UK’s National Foundation for Educational Research (NFER)  has found. The research is based on data collected from four rounds of NFER’s nationally representative Teacher Voice survey between June 2015 and May 2016, and 21 in-depth interviews with teachers who have recently left or are considering leaving the state sector. It explores how engaged and supported teachers feel and how this has changed over the last year, and analyzes how it relates to their intention to remain in the profession or to leave. The findings were as follow: Half of the teachers surveyed were “engaged,” and of these, 90% said that they were not considering leaving, compared with 26% of “disengaged” teachers. Math teachers and senior leaders were found to have high levels of...

05 05 2020
Burnout among Chinese kindergarten teachers

Teaching stress has become a well-confirmed problem among teachers over recent decades. Recently, a study conducted in Tianjin, China, also investigated the prevalence and correlates of burnout among Chinese kindergarten teachers. The study randomly selected and invited 1795 kindergarten teachers to participate in a survey study conducted from July to October 2018. The teachers invited were from 16 districts in Tianjin, where more than 1200 kindergartens were based. The response rate was 97%. Maslach Burnout Inventory-General Survey scale was used to access the burnout level in terms of emotional exhaustion, depersonalization, and diminished professional accomplishment. The study found that: The prevalence of burnout in Chinese kindergarten teachers was 53.2%. Respectively, 38.6%, 23.8%, and 21.8% of teachers reported a high level of emotional exhaustion, depersonalization, and a low level of professional accomplishment. Teachers who were dissatisfied with their income were more likely to experience burnout than their counterparts. Kindergarten teachers who...

05 05 2020
Training versus coaching to improve teaching

A study by Jacobus Cilliers and Stephen Taylor reports the results of a randomized controlled trial of two different approaches to improving the teaching of reading in primary schools in South Africa. More than two hundred schools took part and were randomly assigned to three treatment groups: a training intervention group, a coaching intervention group, and a control group. Teachers in the first intervention group received a one-off training session. Teachers in the second intervention group were visited on a monthly basis by a specialist reading coach who monitored their teaching, provided feedback, and demonstrated teaching practices. Both interventions provided teachers with structured lesson plans. Teachers in the control group received the usual level of government support and in-service training. The study measured the impact of the intervention on both student learning and teaching activity in the classroom. They found that: Coaching improved students’ reading by 0.24 standard deviations compared to students...

05 05 2020
Do teacher pay incentives improve student test scores?

A meta-analysis published in the American Educational Research Journal looks at the association between teacher pay incentives and students’ test scores, and suggests that teacher pay incentives have the potential to improve student test scores in some contexts. Lam D. Pham and colleagues analyzed effect sizes across 37 studies, 26 of which were conducted in the U.S. To be included in the meta-analysis, studies had to include a sample comprising K-12 teachers and students located in a district or state that had a teacher pay incentive program. Studies also had to use a randomized controlled trial with a business-as-usual comparison group, and report on student outcomes on standardized tests. The results were: Overall, among the U.S.-based studies, the effect of teacher pay incentives on student test scores was positive (ES= +0.043). However, this varied across subjects and settings. The average effect size of pay incentives on students’ math test scores (ES= +0.050) was...

05 05 2020
Online Learning: Is it Effective?

There has been unprecedentedly large-scale amount of online learning or distant learning conducted every day during the COVID-19 outbreak, making people curious about the effectiveness of it. However, in 2010, the U.S. Department of Education had already conducted a meta-analysis of online learning studies. The report examined the effectiveness of online learning compared with face-to-face instruction and explored the practices and conditions that were associated with more effective online learning. The meta-analysis screened 50 effect sizes that fulfilled its inclusion criteria, providing a contrast between online learning and face-to-face learning or blended learning and face-to-face learning. However, given there were only a few rigorous studies of K-12 students at that time, 43 out of  the 50 effect sizes were drawn from research with older learners. In all, the results suggested that: Students in online conditions performed modestly better than students who learned the same material through traditional face-to-face instruction. However,...

24 04 2020
How could parents effectively support children’s home learning ?

A recent meta-analysis published in Psychological Bulletin identified the importance of parental involvement in children’s adjustment. Parents should note that while their involvements were beneficial to students in many ways, their assisting in homework might have negative impacts on student’s achievements. This metanalysis was based on 448 independent studies that met the inclusion criteria, which included data from more than 480,000 families. The study analyzed the effects of parent’s school and home involvement’s on children’s adjustments. The findings showed that: In all, parents’ involvement was positively related to children’s outcomes. Parents’ involvement was beneficial not only to students’ achievement but also to students’ engagement, motivation, and social and emotional adjustments. Parents’ school involvement, which included participation in schools and governance, was beneficial. Except for homework involvement ,parents’ home involvement was beneficial to children’s adjustments in all aspects. These beneficial home involvement included discussion, encouragement, and provision of cognitively stimulating activities...

24 04 2020
“School’s Out, But Class’s On”: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control as an Example

Online education is a hot topic that is widely concerned in various countries today. In the era of mobile internet, countries around the world have made various effective attempts at online education, but online education is more of a supplement to school education, and large-scale normal online education lacks cases. The “School’s Out, But Class’s On” campaign launched by the Chinese government during the COVID-19 epidemic created a large-scale, normal online education application. An article published in Best Evidence of Chinese Education analyzed the background of this large-scale online education, clarified the foundation of large-scale online education, and revealed the impact of the largest online education activities on society and education. According to the authors: Large scale online education accelerates the integration of educational technology and teaching. Large scale online education promotes the reconstruction of ecological teaching model. Large scale online education promotes the integration of home education and school education. In...

24 04 2020
A Six-Step Online Teaching Method Based on Protocol-Guided Learning during the COVID-19 Epidemic: A Case Study of the First Middle School Teaching Practice in Changyuan City, Henan Province, China

The First Middle School in Changyuan City, Henan Province, has been relying on protocol-guided learning for a long time. During the COVID-19 epidemic, the school used protocol-guided learning as a carrier and conducted online teaching activities based on an online teaching platform. The school has created a six-step teaching method for students to learn independently during the epidemic, as follows: Teachers assign learning tasks.Teachers issue protocol-guided learning on established public information platforms (WeChat group or Dingding group). Teachers arrange learning tasks through the platform, students receive learning tasks on the platform, and parents urge students to accept tasks on the platform. Students prepare and conduct pre-study according to the protocol, complete homework and communicate within the Group. All students first preview the learning content and complete the corresponding preview test exercises. On the platform, the independently completed preview exercises are uploaded to the study group, and discussions and exchanges are...

24 04 2020