卓越實證概述 Best Evidence in Brief

Types of Evidence

A review of classroom-based mathematical interventions

The Nuffield Foundation in the UK recently published a report from researchers at Ulster University that analyzes the outcomes of classroom-based mathematical interventions, and gives teachers access to a body of evidence that can assist them in helping primary school children with math. The systematic review included studies that assessed the outcomes of interventions aimed at improving math achievement in elementary children. Forty-five randomized controlled trials were included along with thirty-five quasi-experimental studies. The studies were published between 2000 and 2017, and were mostly conducted in the U.S. and Europe. The results of the review suggest that: There are effective strategies teachers can use to help with learning math and being fluent with mathematical facts. It also found there are many different ways teachers can support children to have a wide bank of strategies to complete mathematical problems, and for children to know when is best to apply them. Technology in the classroom can also be helpful...

11 09 2019
Teaching secondary students to write effectively

The Institute of Education Sciences has released a What Works Clearinghouse (WWC) Educator’s Practice Guide. The guide, Teaching Secondary Students to Write Effectively, provides evidence-based recommendations for improving the writing skills of middle and high school students. The WWC and a panel chaired by Steve Graham at Arizona State University synthesized existing research on the topic and combined it with insight from the panel to identify the following recommendations, which include a rating of the strength of the research evidence supporting each recommendation: Explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle (strong evidence) Integrate writing and reading to emphasize key writing features (moderate evidence) Use assessments of student writing to inform instruction and feedback (minimal evidence) To help teachers put the recommendations into practice, the guide describes over 30 specific strategies for the classroom, including sample writing prompts, activities that incorporate both writing and reading, and ways to use...

29 08 2019
Teaching elementary students to be effective writers

A practice guide from the What Works Clearinghouse, Teaching Elementary School Students to Be Effective Writers , offers four strategies for improving elementary students’ writing: Provide daily time for students to write Teach students to use the writing process for a variety of purposes Teach students to become fluent with handwriting, spelling, sentence construction, typing, and word processing Create an engaged community of writers For each recommendation, the guide provides implementation ideas and examples, summaries of supporting research, and solutions to common roadblocks.  It is geared toward teachers, and other educators who want to improve the writing of their elementary students.   Source (Open Access) :Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012-4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of...

29 08 2019
How UK students’ writing has changed since 1980

A Research published by Cambridge Assessment shows how 16-year-old students’ writing in exams has changed since 1980. Aspects of Writing has been published by Cambridge Assessment approximately every 10 years, initially using a sample from 1980. This latest phase of the study focuses on writing samples from 2014. Key findings include: The percentage of spelling errors at the lowest level of achievement is higher in 2014 than in most years. The incidence of spelling errors has changed very little among the mid- and higher-achieving students. There is some evidence that use of “other” punctuation marks such as semi-colons has increased among higher-achieving students but decreased sharply among the lowest-achieving students. There is a cautious indication of a general improvement in the use of commas. There is an increase in the use of simple sentences among higher-achieving students. The researchers observe that these students tended to use simple sentences for literary effect....

29 08 2019
Writing activities and reading comprehension: What’s the link?

An article in Reading and Writing: An Interdisciplinary Journal presents a meta-analysis on the effects of different writing activities on reading comprehension. A total of 19 studies involving students in grades 1-12 met inclusion criteria, resulting in four comparisons between different writing activities: summary writing versus answering questions, summary writing versus note taking, answering questions versus note taking, and answering questions versus extended writing activities. Results indicated that there were no statistically significant differences for any of the comparisons when effects were averaged over all reading comprehension measures, excluding treatment-inherent measures. However, statistically significant differences were found for two of the comparisons on specific measures: Extended writing enhanced reading comprehension better than question answering on measures where comprehension was assessed via an extended writing activity. Also, summary writing enhanced reading comprehension better than question answering on a free recall measure. According to the authors, these results “provide limited support for the theoretical viewpoint...

29 08 2019
Better schools for all?

The Better Schools for All? report, published by the Nuffield Foundation, examines the role that schools play in students’ education and suggests that the school reforms in the UK in the past two decades have failed to bridge the gap in student achievement. Researchers from University College London and the National Institute of Economic and Social Research looked at data from around 3,000 secondary schools in England between 2003 and 2016 and compared student outcomes and teachers’ experiences with those of employees elsewhere. They found that: Attending a “good” secondary school adds only a small amount more value than attending a “bad” secondary Overall, schools were found to contribute around 10% of variance in student achievement. State schools are better at managing staff than private schools. Using Workplace Employment Relations Survey data, the study shows that state schools were more likely to have rigorous hiring practices and employee participation programs than private...

13 08 2019
Small class size vs. evidence-based interventions

The Ministry of Education in France instituted a policy in 2002 that reduced class size to no more than 12 students in areas determined to have social difficulties and high proportions of at-risk students, called Zones d’Education Prioritaire (ZEP). In order to evaluate the effectiveness and usefulness of this policy, researcher Jean Ecalle and colleagues in France examined the results of the policy-mandated class size reduction on the reading achievement of first graders (Study 1), and compared them to the effects of an evidence-based literacy intervention on the reading achievement of at-risk children in regularly sized classes (20 students) (Study 2). Study 1, reducing class size, involved assigning classrooms to either small (12 students/class n=100 classes) or large (20-25 students/class, n=100 classes) class sizes (with the support of the Ministry). At the start of the 2002-03 school year, 1,095 children were pretested on pre-reading skills and matched at pretest. In Study 2,...

13 08 2019
Career education in secondary schools

Attending career talks with people in employment may change the attitudes of UK Key Stage 4 (ages 14–16) students regarding their education, according to new research published by the UK charity, Education and Employers. Year 11 students in five schools took part in the trial and were randomly assigned at class level into an intervention group (n=307) and a control group (n=347). Students in the intervention group received three extra career talks by employee volunteers on top of usual career activities organized by their schools. These talks took place either in a homeroom-type setting or private study time rather than during class. The results of the study indicated that: Students who attended the career talks reported feeling more confident in their own abilities, feeling more positive about school, and having greater faith in their ability to fulfill their career aspirations. It also seemed to provide the incentive for increased study time. Students...

13 08 2019
An evaluation of QuickSmart Numeracy

QuickSmart Numeracy is a 30-week math tutoring program from Australia that uses teaching assistants as tutors. Its goal is to increase basic math fact automaticity/fluency in students in Year 4 and Year 8 who perform in the bottom third of their national cohort as measured on standardized testing, the premise being that increased math fluency allows students to devote their concentration to math concepts instead of fact recall. Researchers from the Teachers and Teaching Research Centre in the School of Education at the University of Newcastle, Australia, recently examined the effects of the program on student achievement in a randomized controlled trial. Subjects were 288 Year 4 and Year 8 students from 70 classrooms in 23 Sydney Catholic Schools in New South Wales who scored below the bottom 30th percentile on national standardized testing. Baseline testing was done in March 2017 using the Australian Council for Educational Research (ACER) Progressive Achievement...

13 08 2019