卓越實證概述 Best Evidence in Brief

Programme Evaluation

Using teaching assistants to improve language skills and reading

Two evaluations from the Education Endowment Foundation in England have found that two interventions using paraprofessional teaching assistants (TAs) have positive effects. REACH is a targeted reading support program designed to improve the reading accuracy and comprehension of students with reading difficulties in middle school. It is delivered by specially trained TAs. The evaluation tested two interventions – one based on the original Reading Intervention developed by the University of York, and the other with supplementary material on language comprehension. The evaluation was carried out in 21 schools around Leeds, with 202 students (70 and 69 receiving each intervention; 63 control). Results showed that: There was a positive effect on reading skills for both the Reading Intervention (E.S.= +0.33) and the Reading Intervention with additional material on language comprehension (E.S.= +0.51). The evaluations did not provide evidence that the interventions improved reading comprehension in particular, as opposed to other skills such as...

24 04 2019
No impact for sleep education pilot

An evaluation of a pilot of Teensleep, a sleep education program that aims to improve outcomes for students by improving the quality of their sleep, found no evidence that the program led to improvements in students’ sleep. The Teensleep program trains teachers to promote good ‘sleep hygiene’ as part of students’ Personal, Social and Health Education (PSHE) lessons. Teachers deliver a series of 10 half-hour lessons highlighting the importance of sleep for effective learning, as well as providing practical advice for better sleep, such as avoiding caffeine in the evening. Ten UK secondary schools took part in the pilot funded by the Education Endowment Foundation (EEF) and the Wellcome Trust. All Year 10 students received the intervention as delivered by their teachers and completed a sleep quiz and sleep survey pre- and post-intervention. Parents and students were informed about the pilot study and parents could opt-out of schools sharing students’ data with...

26 03 2019
Is social-emotional learning linked to academic performance?

A study published in Contemporary Educational Psychology looks at the benefits of a school-based social and emotional learning (SEL) intervention in relation to academic achievement by examining how the four main components that underlie the SEL model (children’s social-emotional competence, school connectedness, mental health problems, and academic achievement) interact over time. Margarita Panayiotou and colleagues from Manchester Institute of Education used data drawn from a major cluster randomized trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum to present a three-wave (annual assessment, T1, T2, T3) longitudinal sample. The sample included 1,626 students from 45 primary schools in north-west England. They examined the relationship over time between social-emotional competence (T1), school connectedness (T2), mental health difficulties (T2), and academic achievement (T3), and whether exposure to an SEL intervention (in this case PATHS versus usual provision) had any effect on these relationships. Findings were as follows: Social-emotional competence at T1 had a positive influence...

26 03 2019
Impact of shared book reading on children’s language development

A meta-analysis conducted by Claire Noble and colleagues explores the impact of shared reading interventions (where an adult reads with a child) on children’s language skills, and whether they are equally effective across a range of different outcome variables, for children from different socioeconomic backgrounds, and across a range of study designs. The analysis included 54 studies conducted between 1989 and 2017. These studies included 316 effect sizes and 5,569 participants. Nine of the studies reported follow-up effects. Children in the studies were typically age 7 years or younger. Their findings suggest that, While there is an effect of shared reading on language development, the effect size is smaller than suggested in previous meta-analyses (ES = +0.23).Also, the effect size is moderated by the type of control groups, and when compared to active control groups, is closer to zero (ES = +0.04). In addition, the meta-analysis indicates only modest differences between types...

28 02 2019
The principles of success in math

Helping students to understand the logical principles underlying math may improve their mathematical achievement, according to the findings of a randomized controlled trial published by the Education Endowment Foundation (EEF) in the UK. Mathematical Reasoning lessons focus on developing students’ understanding of the logical principles underlying math, and cover principles such as place value and the inverse relation between addition and subtraction. One hundred and sixty English primary schools took part in the trial, and were randomly allocated to receive either Mathematical Reasoning or to be in the control group. The control group was given the opportunity to take part in the program the following year. Teachers in the intervention schools delivered the program to Year 2 students. over 12 to 15 weeks as part of their usual math lessons. Learning was supported by online games, which could be used by students at school and at home. The independent evaluation by a...

12 02 2019
Examining restorative practices in schools

A new research brief by Catherine H. Augustine and colleagues at the RAND Corporation examines findings from an evaluation of restorative practices as implemented in the Pittsburgh (PA) Public Schools. Restorative practices are described as inclusive and non-punitive ways to respond to conflict and build community, and in the Pittsburgh Public Schools, these practices were implemented through the SaferSanerSchools Whole-School Change program. Some key elements of the program include: Affective statements: Personal expressions of feeling in response to specific positive or negative behaviors of othersSmall impromptu conferences: Questioning exercises that quickly resolve lower-level incidents involving two or more peopleFair process: A set of transparent practices designed to create open lines of communication, assure people that their feelings and ideas have been taken into account, and foster a healthy community as a means of treating people respectfully throughout a decision-making process so that they perceive that process to be fair, regardless of...

12 02 2019
Behavior incentives improve exam results for low-achieving students in the U.K.

Low-achieving students respond to incentives to increase their effort and engagement at school and do better than predicted on GCSE exams as a consequence (GCSEs are national high-stakes exams given at the end of secondary school in the U.K.). That is the main finding of a research published by the University of Bristol. The project, led by Simon Burgess, Director of the Centre for Market and Public Organisation (CMPO), included more than 10,000 year 11 students (the final year of compulsory schooling leading up to the GCSE assessments) in 63 schools. The schools were recruited in the poorest parts of neighborhoods in England and were randomized to one of the following treatment groups: financial incentives, non-financial incentives, or control. Students in the incentive treatment groups earned rewards every half-term based on inputs such as attendance, conduct, homework, and classwork, rather than for outputs such as assessment results. The financial incentive rewarded students...

30 01 2019
Talking in class boosts progress in math, science, and English

An intervention that trained teachers to improve and monitor the quality of classroom talk had a positive impact on primary students’ test scores in English, math, and science, a report published by the Education Endowment Foundation (EEF) in the UK reveals. Seventy-six primary schools with higher-than-average proportions of disadvantaged students took part in a randomized control trial of the Dialogic Teaching intervention, which is designed to improve the quality of classroom talk as a means of increasing students’ engagement, learning, and achievement. Year 5 teachers in 38 schools (2,493 students), and a teacher mentor from each school, received resources and training from the delivery team, and then implemented the intervention over the course of the fall and spring terms in the 2015/16 school year. A control group of 38 schools (2,466 students) continued with business as usual. Following the intervention, students were tested in English, math, and science. The results showed that:...

30 01 2019
Low-cost tutoring boosted struggling students’ math results

An evaluation in the UK of the Education Endowment Foundation trial of Tutor Trust’s affordable instruction project found that low-cost tutoring in small groups increased math scores for disadvantaged students who are working below age-expected levels in math. One hundred and five schools in Manchester and Leeds with double the average numbers of disadvantaged students participated in the effectiveness trial of the Tutor Trust project from September 2016 until July 2017. The aim of the project is to improve the math achievement of disadvantaged students by providing small-group tutoring sessions with trained university students and recent graduates. Year 6 students (ages 10–11) who were struggling with math were selected by their teacher to receive extra support from Tutor Trust tutors, should their school be randomly allocated to the intervention group. The selected students in the intervention schools received 12 hours of additional instruction, usually one hour per week for 12...

17 01 2019