卓越實證概述 Best Evidence in Brief

Programme Evaluation

Writing supported by virtual reality

In a recently published article in the British Journal of Educational Technology, Hwang & Chang (2019) examined how the spherical video-based virtual reality (SVVR) approach can support descriptive article writing in Taiwan senior high school writing classes. In traditional language learning activities, as the authors identified, there is usually no chance for students to develop in-depth feelings about the context of topics, resulting in low learning motivations and limited expression in the writing process. To provide in-depth experiences and to facilitate students’ descriptive article writing, the study introduced an SVVR system that used 360-degree photos or videos in a VR environment supporting students before they started to write. Two classes of 11th graders participated in the study, 30 students being allocated to the experimental group and 35 students to the control group. After students understood the writing tasks and read a descriptive article text about the Jade Mountain in Taiwan,...

25 02 2020
High hopes for good behavior

A review, published in Review of Educational Research, analyzes the evidence on The Good Behavior Game (GBG), a classroom management program that has been used (and studied) for 40 years. Strategies in the program include acknowledging appropriate behavior, teaching classroom rules, providing feedback about inappropriate behavior, verbal praise, and providing rewards as reinforcement. A total of 22 studies met the authors’ inclusion criteria. In these, the program was mainly being used in mainstream elementary schools with externalizing, challenging behaviors (e.g., disruptive behavior, off-task behavior, aggression, talking out, and out-of-seat behaviors). The review aimed to describe and quantify the effect of the GBG on various challenging behaviors in school and classroom settings. The findings suggested that: The GBG had moderate to large effects on a range of challenging behaviors, and that these effects were immediate. Correct application of reward procedures was found to be important for intervention effectiveness. The authors note that...

12 02 2020
Evaluation of support for using student data to aid teaching

A report from the Institute of Education Sciences has found that an intensive approach to providing support for using student data to inform teaching did not improve student achievement, perhaps because the approach did not change teachers’ use of data or their reported classroom practices. For the study, researchers recruited 102 elementary schools from 12 U.S. districts. Schools were randomly assigned to either a treatment or control group. Treatment schools received funding for a half-time data coach of their choosing, as well as intensive professional development for coaches and school leaders on helping teachers use student data to inform their teaching. The control schools received no additional funding for a data coach or professional development. Impacts on teacher and student outcomes were measured after a 1.5 year implementation period. The results suggest that : Despite the additional resources, teachers in the treatment schools did not increase how often they used data...

29 01 2020
Promoting emotional intelligence and positive emotions in foreign language classrooms

A study published recently in Frontiers in Psychology explored whether emotional intelligence and classroom motivation in foreign language classrooms can be improved by positive psychology intervention. This study was conducted in two classes from a high school in China. The two classes, taught by the same English teacher, were randomly assigned as the intervention group consisting of 56 students and the control group consisting of 52 students For the intervention group, a six-week emotional intelligence intervention was implemented, consisting of one hour of ARGUER training of emotional intelligence each week, along with keeping a weekday diary, and reflection. Themes of the six sessions of ARGUER training were: Awareness of feelings and emotions in self and others Recognizing emotions in self and others Generating positive emotions that facilitate thinking Understanding causes and consequences of emotions in self and others Expressing emotions appropriately Regulating emotions in self and others effectively Students’ weekday...

15 01 2020
Play-based curriculum benefits young children and teachers

Findings from a randomized controlled trial of Tools of the Mind (Tools) suggest that the program improves kindergarten students’ academic outcomes in reading and writing, enhances children’s joy in learning and teachers’ enjoyment of teaching, and reduces teacher burnout. The Tools program is a play-based preschool and kindergarten curriculum that emphasizes self-control, language, and literacy skills. The study, published in the journal PLoS One, analyzed the effectiveness of Tools on kindergarten teachers and 351 children (mean age 5.2 years at entry) with diverse socioeconomic backgrounds in 18 public schools in Canada. Schools were paired with closely matched schools and then randomized to either the intervention group or control group. Teachers in the intervention group received a three-day workshop on Tools before the school year began, along with funds for resources. Control group teachers were offered the same amount of training hours and funds for whatever training and resource materials they wanted. The results showed...

30 12 2019
Texting parents helped with early literacy

A study of a program that sent literacy-related advice via text messages to parents of preschool children showed that it improved both the parents’ literacy behavior and the children’s early literacy. READY4K! is an eight-month-long text messaging program for parents of preschool children. Parents receive texts that cover literacy skills, encourage them to participate, and provide follow-up tips. In the study by the National Bureau of Economic Research, 519 parents in California were randomly assigned to receive the program or a series of “placebo” texts (e.g., about school enrollment) during the 2013-14 school year. The results indicated: The texts increased the frequency with which parents read books to children and other literacy activities (effects up to 0.35 standard deviations higher). According to teachers, texted parents asked more questions about their child’s learning (up to 0.19 standard deviations higher) than placebo parents, and their children performed better on early measures of literacy...

30 12 2019
Computer games to improve children’s math and science achievement

An independent evaluation in the UK of Stop and Think: Learning Counterintuitive Concepts has found evidence of a positive impact in math and science outcomes for students in Key Stage 2 . The Learning Counterintuitive Concepts project, funded by the Education Endowment Foundation and Wellcome, aimed to improve science and math achievement for Year 3 (7-8 year olds) and Year 5 (9-10 year olds) using an intervention called Stop and Think. When learning new concepts in science and math, students must be able to inhibit prior contradictory knowledge and misconceptions to acquire new knowledge successfully. Stop and Think is a computer-assisted learning activity that aims to improve a learner’s ability to adapt to counterintuitive concepts by training them to inhibit their initial response, and instead, give a slower and more reflective answer. The randomized controlled trial involved 6,672 children from 89 schools across England. The intervention was delivered to the whole class...

18 12 2019
Does enhancing teacher expectation benefit students?

Teachers’ expectations are believed to affect students, but teacher expectation intervention studies that compare an intervention group to a control group are rare. A recent study published in Learning and Individual Differences investigated the effects of an intervention in China that enhanced teachers’ behaviour of conveying high expectations to students. The study randomly selected two schools in the urban area of a city in south China. Four Grade 8 English teachers in each school were randomly chosen and evenly allocated to either the intervention or control group. While the control group teachers did not receive training, the intervention group teachers were provided with training workshops focusing on three strands of high expectation behaviour, namely, giving students challenging tasks, providing affirmation or suggestions to students about their performance, and enhancing how teachers impart personal regard to students.  Teachers were asked to estimate the final exam score they believed each student would achieve for...

04 12 2019
Digital feedback in Primary Maths

The Education Endowment Foundation in the UK has published an evaluation of Digital Feedback in Primary Maths, a program that aims to improve primary school teachers’ feedback to students. The intervention uses a tablet application called Explain Everything, diagnostic assessments, and training on effective feedback. The app allows teachers to provide students with digitally recorded feedback on a tablet, rather than written feedback. Students have the opportunity to review their feedback and develop their work further. By improving teachers’ diagnostic and feedback skills when teaching math in primary schools, the intervention aims to ultimately improve student outcomes in math. To estimate the impact of Digital Feedback on math achievement, the evaluation used a randomized controlled trial involving 2,564 students in 108 classes across 34 English primary schools. While the intervention took place in each school, classrooms were randomly assigned to the treatment or control group, which carried on with business-as-usual teaching. The...

04 12 2019