卓越實證概述 Best Evidence in Brief

Programme Evaluation

Peer Assisted Learning Strategies and math achievement

Math PALS (Peer Assisted Learning Strategies) is a supplemental program designed to support mathematics learning through structured peer tutoring activities. Student dyads are created by matching students with similar level of math skills. The program also includes initial professional development to support teachers to deliver the intervention. A recent evaluation published in the Journal of Research on Educational Effectiveness assessed the effectiveness of Math PALS in elementary school. The study randomly assigned  28 first grade classrooms (n=454 students)  in northern rural Florida to the intervention or control group. After one school year, results showed that: There were no significant effects on Woodcock-Johnson III math assessment for both subtests: Math Fluency (ES = +0.16; n.s.) and Applied Problems (ES = +0.06; n.s.), However, the intervention effectiveness varied based on initial mathematics skills. For students with higher initial skills (at the 75thpercentile of the sample) there was a positive effect of Math PALS on Fluency...

22 10 2020
Evaluation of Maths Counts

A paper published in Educational Research and Evaluation presents the findings of a one-year efficacy trial of Maths Counts – an intensive, individualized program to support children who struggle with basic math skills at Key Stage 2 (age 7 to 11) in the U.K. The participants were 291 upper-elementary students from 35 schools in England. Students were randomized within school and allocated to an intervention (Maths Counts) or control (business-as-usual) group. The program was delivered to intervention students by specially trained teaching assistants three times per week, for 10 weeks, during curriculum time but outside the regular classroom. The first ten minutes of each session focused on revision of prior learning, and the next 20 minutes introduced new knowledge and skills. The results of the trial suggest that: Maths Counts is effective for students who struggle with basic math skills (effect size = +0.12 for general math skills, and +0.18 for math attitude)....

22 10 2020
Can enrichment math clubs improve mathematics skills for kindergarten students?

High 5s is a small-group after school math enrichment program for kindergarteners who have previously been exposed to the Building Blocks preschool math curriculum. A study published by the Journal of Research on Educational Effectiveness assessed the success of this program with 655 kindergarten students in 24 schools who received the program three times a week for half an hour with a trained instructor. The program was structured such that each meeting would consist of 2 short startup activities and conclude with a main activity. Every 4th day was a game day where students were allowed to choose from select activities. While student attendance was high, the quality of instruction varied across club leaders. The results of the High 5s evaluation intervention were mixed: The study showed significantly higher math scores for the intervention students on an assessment that was closely aligned with the program curriculum. However, there were no significant benefits for students...

22 10 2020
Some Bad News for The Good Behavior Game

The Good Behavior Game (GBG) is a school intervention that motivates students to have better behavior through winning rewards on a team for positive behaviors. Many prior studies have found significant positive impacts of GBG on student and school outcomes. However, a recent study from Ashworth and colleagues found no effects on behavior from this intervention. Ashworth and colleagues specifically studied GBG in a 2-year randomized control trial among 3,084 6-7 year old children in 77 UK primary schools. The results showed that: This study found no overall effects on student disruptive behavior, concentration problems, nor pro-social behavior (as observed by teachers). Additionally, the study found no subgroup effects either on demographic factors (such as being male) or based on cumulative risk. The study also found no effect based on how much the program was implemented by teachers. The authors hypothesize that this lack of an effect may be due to the...

22 09 2020
Effects of MyTeachingPartner-Math/Science on teaching practice and child outcomes

A study published in the Journal of Research on Educational Effectiveness reports on the impact of the program MyTeachingPartner-Math/Science (MTP-M/S) on teaching practice and students’ math and science skills in pre-kindergarten. MTP-M/S is a pre-k curriculum primarily composed of inquiry-based activities and supported by a high dosage of professional development for teachers before and during program implementation. For this study, 140 pre-k classrooms in the mid-western and southeastern U.S. were randomly assigned to the intervention or the business-as-usual condition. The MTP-M/S program was implemented in 33-week long units (twice a week for each subject) over 2 years. The results were as follows: At the end of year 1, teachers in the treatment group had higher levels of mathematics and science teaching quality evaluated through video-taped observations, as compared to the control group. No significant effects were found in children’s math and science outcomes at the end of the first year, but science and math skills...

27 08 2020
How effective are book giveaway programs in improving children’s literacy?

Preschool intervention programs have been of great interest to educational researchers, since early childhood investments can yield robust long-term benefits. A recent research article, published in the current issue of Review of Educational Research, investigated the effectiveness of book giveaway programs for infants’ families. Researchers focused on three major book giveaway programs: Bookstart in the UK, Reach Out and Read in the USA, and Imagination Library in the USA. Each program has different treatment dosages: Before a child turns five, Bookstart provides up to two books; Reach Out and Read provides up to ten books; and Imagination Library supplies up to 60 books. After filtering through the inclusion criteria, researchers included 44 studies in their meta-analysis: 11 concerning  Bookstart, 18 concerning  Reach Out and Read, and 15 concerning  Imagination Library. By providing easily accessible and age-appropriate books, book giveaway programs aim to motivate parents to begin reading to their children from infancy, which...

12 08 2020
Using ASSISTments to support middle school math homework

ASSISTments is an online platform that automatically generates feedback for students as they complete problems and shares this feedback with teachers, providing data on student performance to guide instruction decisions.  An evaluation published in the Journal of Research on Educational Effectiveness assessed the effectiveness of ASSISTments when used for math homework in middle schools. The study was conducted with 2769 students across 43 schools in Maine over two years. Schools were randomly assigned to begin the intervention early or at a later start date. Teachers using the ASSISTments programs were given the ability to choose existing problems or upload their own to the program to tailor the technology to their particular math course plan. Students were expected to complete homework in ASSISTments at least 3 times a week. Results showed positive effects of ASSISTments on the TerraNova math assessment (ES = +0.22), with greater effects for lower-performing students. These results suggested that ASSISTments is...

12 08 2020
Positive results for school-readiness intervention

A study published in Early Childhood Research Quarterly reports on a randomized controlled trial of an intervention designed to improve the quality of teaching in early childhood settings and increase children’s school readiness. “Play and Learn” is a low-cost, 20-week, teacher-delivered early childhood program that targets skills for both teachers and children. For teachers, the intervention aims to improve their teaching and interactive skills. The aim of the intervention for children is to improve their language and math skills and increase school readiness. The randomized controlled trial involved 1,116 children ages 18 to 36 months who were enrolled in 87 childcare centers in Denmark. Childcare centers were randomized to either an intervention or control group, with childcare centers in the intervention group implementing the Play and Learn program. Teachers implementing the program received training materials and tools to support their teaching and help them to be more explicit and intentional in their interactions...

17 06 2020
Results of a content literacy intervention to improve pupils’ reading comprehension and subject knowledge

A study published in Journal of Educational Psychology investigates the effectiveness of a content literacy intervention – the Model of Reading Engagement (MORE) – on first grade students’ science subject knowledge, reading engagement, and reading comprehension. The MORE intervention aims to help young children acquire conceptually-related vocabulary while learning subject-specific content. In this study, classroom teachers taught first-grade children about science knowledge while they conducted literacy lessons. MORE lessons consisted of one unit on the life science topic of Arctic animal survival, taught over ten 60-minute lessons. Prior to the intervention, teachers participated in two-hour after-school professional development workshops.  A total of 674 pupils from 38 classrooms across 10 elementary schools took part in a randomized controlled trial. Classrooms were randomly assigned to one of three conditions: MORE at school (MS); MORE at school plus home condition (MS-H), which included reading at home in addition to the MS lessons; or usual lessons....

02 06 2020