This practice guide from the What Works Clearinghouse in the US provides five recommendations for improving pupils’ mathematical problem solving in Grades 4 to 8 (the equivalent of Years 5 to 9). The guide is aimed at teachers and policymakers who want to improve the mathematical problem solving of pupils. Recommendations include:
- Assisting pupils in monitoring and reflecting on the problem-solving process.
- Teaching pupils how to use visual representations.
- Exposing pupils to multiple problem-solving strategies.
The guide presents evidence-based suggestions for putting each recommendation into practice and describes the problems that may be encountered, as well as possible solutions. Each recommendation is rated based on the strength of the research evidence that has shown the effectiveness of the recommendation. The recommendations listed above have strong to moderate evidence of effectiveness.
Source: Improving mathematical problem solving in grades 4 through 8 (2012), What Works Clearinghouse
Pupils who went to summer school had improved their literacy performance at the end of the summer. This randomised trial, from Early Childhood Research Quarterly, examined the effects of a summer literacy programme on struggling readers in the US where summer holidays are longer.
Overall, pupils who didn’t attend summer school showed mean declines in the reading of nonsense words (a standard test of fluency) of approximately five words per minute over the summer. Children who attended summer school at the end of Kindergarten (Year 1) had a fluency gain of approximately 12 words-per-minute. Pupils at the end of Grade 1 (Year 2) had a fluency gain of 7.5 words per minute.
The findings are generally consistent with previous studies of summer school effects and the summer learning outcomes of children, and suggest that summer school can be a useful strategy to support learning over the summer months.
Source: Summer school effects in a randomized field trial (2012), Early Childhood Research Quarterly 28(1)
This paper, written by Tracey Bywater and Jonathan Sharples from the Institute for Effective Education, summarises a selective review of effective school-based social and emotional learning programmes, and draws lessons for policy and practice regarding choice and implementation. The evidence suggests that among universal and targeted evidence-based interventions, multi-modal/component approaches work in promoting cross-context competence and well-being. However, the scaling up of effective programmes remains difficult, and there are too few analyses of the cost-effectiveness or cost-benefit of effective programmes.
Choosing a programme “that works” is not enough to guarantee success; implementing the programme with fidelity takes time and resources, but is necessary to achieve the desired outcomes. A shift from being narrowly focused on “clinical effectiveness” and outcomes to being more inclusive of cost and process evaluations should result in more promising approaches, with a good potential for long-term financial and societal savings.
Source: Effective evidence-based interventions for emotional well-being: lessons for policy and practice (2012), Research Papers in Education, 27(4)
A new report from the Schools Network suggests that some grammar schools may be failing to challenge their more able pupils because the current benchmark of 5+ A*–C GCSE passes including English and maths is too low.
The University of York’s Professor Jesson, the report’s author, suggests that for grammar schools this should be raised to 5+ A/A* GCSE passes including English and maths. Currently around 58% of pupils in comprehensive schools achieve 5+ A*–C GCSE passes including English and maths, compared with 55% in grammar schools achieving the suggested higher performance measure. Grammar schools should have “greater expectations” when it comes to pupils’ GCSE passes.
The report, which provided a comparative analysis of performance in all UK grammar schools, demonstrated that there are wide variations in both the intake of grammar schools in different parts of England and in pupils’ performance at GCSE. In outer London 75% of pupils in grammar schools achieved 5 A*/A GCSE passes including English and maths, compared to just 44% in east England. According to Professor Jesson these substantial differences go unnoticed in standard GCSE league tables where their performance is still considered to be high against current indicators of performance.
The What Works Clearinghouse (WWC) has posted an updated report on Peer-Assisted Learning Strategies (also known as Peer-Assisted Literacy Strategies (PALS)), peer-tutoring programmes that supplement the primary reading curriculum. For the report, the WWC reviewed 45 studies that investigated the effects of PALS on beginning readers. Of these studies, three met the WWC’s evidence standards (one of which met the standards with reservations).
The three qualifying studies involved 3,130 beginning readers in kindergarten and first grade (KS1) in four US states. Based on these studies, the WWC found PALS to have potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers.
Source: WWC Intervention Report (2012), What Works Clearinghouse
A new study of Professional Learning Teams has shown that they may lead to improved student retention and grades. Professional Learning Teams are small groups of teachers who actively collaborate, share expertise, improve their skills, examine and use various forms of data, and learn from each other—all for the purpose of improved pupil learning. They were introduced systematically in five counties in North Carolina in 2003.
The study showed that schools that used Professional Learning Teams the most had greater decreases in pupil retention rates (the number of pupils held back each year) than those with lower implementation. The same was true for increasing test results, although this was not statistically significant.
Source: Wake County public school system (WCPSS) Professional Learning Teams (PLTs): 2010-11 to 2011-12 school-based policy study (2012), Wake County Public School System