Findings from a study published in the Journal of Child Psychology and Psychiatry suggest that children who are the youngest in their classroom are more likely to be diagnosed with attention deficit hyperactivity disorder (ADHD) than their older classmates.
Martin Whitely and colleagues conducted a systematic review of 22 studies that examined the relationship between a child’s age relative to their classmates and their chances of being diagnosed with, or medicated for, ADHD. Seventeen studies (with a total of more than 14 million children) found that it was more common for the youngest children in a school year to be diagnosed as ADHD than their older classmates. This effect was found for both countries that have a high diagnosis rate, like the US, Canada and Iceland, and countries where diagnosis is less common, like Finland and Sweden.
The researchers suggest that some teachers may be mistaking normal age-related immaturity of the youngest children in their class for ADHD, and that these findings highlight the importance of being aware of the impact of relative age and give the youngest children in class the extra time they may need to mature.
Source: Attention deficit hyperactivity disorder late birthdate effect common in both high and low prescribing international jurisdictions: systematic review (October 2018), The Journal of Child Psychology and Psychiatry doi:10.1111/jcpp.12991
A small-scale study by Clayton Cook and colleagues, published in the Journal of Positive Behavior Interventions, investigated the impact of a Positive Greetings at the Door (PGD) strategy.
Ten English and maths classrooms (from sixth to eighth grade – Years 7-9) in two schools in the Pacific Northwest of the United States were identified that had low levels of academic engaged time (AET) and a high rate of disruptive and off-task behaviour. In total, 203 pupils took part. A randomised block design was used to allocate the classes to intervention and control groups.
Teachers of intervention classes were provided with training sessions and follow-up coaching on a PGD strategy (greeting the pupils by name, reminding pupils individually and collectively of behaviours for success, having a structured learning activity ready, and positively recognising on-time behaviour). Teachers in the control classes were given the same amount of time to talk with other teachers about their classroom management practice.
Class-wide and individual pupils behaviour was measured using the Behavioral Observation of Students in Schools (BOSS). Over two months, results showed that AET increased for the intervention group and stayed relatively constant for the control group (effect size = +0.93), while disruptive behaviour decreased by a similar amount (ES = -0.87).
The authors caution that the small sample of teachers lessens the generalisability of the study findings, and that the study focused on classes with low baseline levels of academic engagement and classroom management practices, so a similar impact might not be seen in all classrooms.
Source: Positive greetings at the door: Evaluation of a low-cost, high-yield proactive classroom management strategy (October 2018), Journal of Positive Behavior Interventions, 20(3), 149–159
Marta Pellegrini from the University of Florence and Cynthia Lake, Amanda Inns and Robert E Slavin from Johns Hopkins Center for Research and Reform in Education have released a new report on effective programmes in primary maths. The report reviews research on the mathematics achievement outcomes of all programmes with at least one study meeting the inclusion criteria of the review. A total of 78 studies were identified that evaluated 61 programmes in grades K–5 (Years 1–6).
The studies were very high in quality, with 65 (83%) randomised and 13 (17%) quasi-experimental evaluations. Key findings were as follows:
- Particularly positive outcomes were found for tutoring programmes.
- One-to-one and one-to-small group models had equal impacts, as did teachers and paraprofessionals as tutors.
- Technology programmes showed modest positive impacts.
- Professional development approaches focused on helping teachers gain in understanding of maths content and pedagogy had no impact on pupil achievement, but more promising outcomes were seen in studies focused on instructional processes, such as cooperative learning.
- Whole-school reform, social-emotional approaches, maths curricula and benchmark assessment programmes found few positive effects, although there were one or more effective individual approaches in most categories.
The findings suggest that programmes emphasising personalisation, engagement and motivation have most impact in primary maths teaching, while strategies focused on textbooks, professional development for maths knowledge or pedagogy, and other strategies that do not substantially impact pupils’ daily experiences have little impact.
Source: Effective programs in elementary mathematics: A best-evidence synthesis (October 2018), Johns Hopkins University
Elementary (primary) pupils who participated in a comprehensive support intervention in the Boston public school district are less likely to drop out of high school (secondary school) than pupils not in the intervention, according to a new study published in AERA Open.
Terrence K Lee-St. John and colleagues examined the impact of City Connects – a schoolwide systemic pupil support programme which provides extra academic and social support for pupils in poverty – on high school drop-out rates. Their study tracked pupils from six elementary (primary) schools who participated in the intervention from kindergarten until fifth grade (Years 1 to 6). These pupils were compared to pupils who were enrolled in the school district at the same time but didn’t use the intervention programme.
In each participating school, a full-time coordinator, who is a master’s degree-level licensed school counsellor or social worker, meets with every classroom teacher and other school staff to review every pupil, every year. The coordinator and staff discuss each child’s strengths and needs for academic, social/emotional/behavioural development, health, and family support. Since not every factor that may influence later drop-out presents itself as a “red flag”, this approach allows the less obvious factors to be identified and addressed early.
The study found that pupils who participated in the intervention had a 9.2% drop-out rate in high school, compared to 16.6% for the non-intervention pupils.
Source: The long-term impact of systemic student support in elementary school: Reducing high school dropout (October 2018), AERA Open, Volume: 4 issue: 4
A recent meta-analysis showed that paper-based reading yields better outcomes in reading comprehension than digital reading. In an article appearing in Educational Research Review, Pablo Delgato and colleagues from Spain and Israel analysed 54 studies from 2000–2017 comparing the reading comprehension outcomes of comparable paper and digital texts. They examined if one medium has an advantage over the other for reading outcomes, and what factors contribute to any differences found.
Results showed that paper text has an advantage over digital text (effect size=+0.21). Influencing factors favouring paper text include reading under time limitations, text type (informational or informational plus narrative), and publication year—later publications showed increased advantages for paper reading than earlier publications.
While the authors do not advocate getting rid of digital texts given their convenience, cost advantages and pervasiveness, they reflect that these study findings should be considered when pupils are required to perform digitally-related tasks under time constraints.
Source: Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension (November 29018), Educational Research Review, Volume 25
An evaluation published in Educational Evaluation and Policy Analysis evaluates the impact of the Digital Conversion Initiative on pupil outcomes for one US school district in North Carolina.
The initiative provided laptop computers to every pupil from the fourth grade (Year 5) upwards, while also providing teachers with training on how to best use the technology in their lesson plans.
Marie Hull and Katherine Duch used administrative school data from 2005 to 2013 to determine the programme’s impact on maths and reading achievement for pupils in grades 4 to 8 (Years 5 to 9), as well as the impact of the programme on pupil behaviour. They compared the district’s data from before and after implementation, as well as data from neighbouring school districts without one-to-one programmes to determine the short- and medium-term effects.
Their results suggest there is potential for one-to-one laptop programmes to help improve pupil outcomes. They found that:
- Maths scores for pupils improved by 0.11 standard deviations in the short term and 0.13 standard deviations in the medium term.
- No significant change in reading scores in the short term, and mixed evidence of improvement in the medium term.
- Time spent on homework stayed constant.
- Pupils spent more of their homework time using a computer.
Source: One-to-one technology and student outcomes: Evidence from Mooresville’s Digital Conversion Initiative (September 2018), Educational Evaluation and Policy Analysis