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
Ariane Baye from the University of Liege and Cynthia Lake and colleagues from the Center for Research and Reform in Education have updated their paper Effective Reading Programs for Secondary Students. Their review focuses on 73 studies that used random assignment (n=66) or high-quality quasi-experiments (n=7) to evaluate outcomes of 55 programmes on widely accepted measures of reading.
The authors found that specific programmes using one-to-one, small-group tutoring, and cooperative learning showed positive outcomes, as did a small number of programmes emphasising social-emotional learning, technology, or teaching of metacognitive strategies. Benchmark assessments did not affect reading outcomes. Leaving aside tutoring and benchmarks, programmes that provide additional instructional time (usually, a daily extra period) were no more effective than programmes that did not provide extra time.
The findings suggest that secondary readers benefit more from engaging and personalised instruction than from additional time on supplemental courses.
Source: Effective Reading Programs for Secondary Students (August 2017), Best Evidence Encyclopedia
In recent years, major initiatives in the US and UK have added greatly to the amount and quality of research on the effectiveness of secondary reading programmes, especially targeted programmes for struggling readers. As a result, the Johns Hopkins Center for Research and Reform in Education was able to complete an updated review of the research on secondary reading programmes using tougher standards than would have been possible in earlier reviews, and assembling data from a much larger pool of programmes and studies. The authors were Ariane Baye, Cynthia Lake, Amanda Inns, and Robert Slavin.
The current review focuses on 64 studies that used random assignment (n=55) or high-quality quasi-experiments (n=9) to evaluate outcomes of 49 programmes on widely accepted measures of reading. Programmes using one-to-one and small-group tutoring (ES=+0.23) and co-operative learning programmes (mean ES=+0.16) showed positive outcomes, on average. Among technology programmes, metacognitive approaches, mixed-model programmes, and programmes for English learners, there were individual examples of promising approaches. Except for tutoring, targeted extra-time programmes were no more effective than programmes provided to entire classes and schools without adding instructional time.
The findings suggest that secondary readers benefit more from engaging and personalised instruction than from remedial services.
Source: Effective reading programs for secondary students (2016, December). Best Evidence Encyclopedia, Johns Hopkins University, Center for Research and Reform in Education.
This study, published in the October issue of Research in Science Education measures the effects of higher level, inquiry-based science curricula on primary pupils in schools in deprived areas in the US. The sample included approximately 3,300 pupils aged five to nine from six schools who were assigned to experimental or control conditions (N = 115 total) on a random basis according to class. Pupils in the experimental condition were taught with a concept-based science curriculum that emphasised “deep learning” through concept mastery and investigation, whereas control classes followed traditional curricula.
The researchers found that all ability groups benefited from the science inquiry-based approach, and that there was a positive achievement effect for young children from low socio-economic backgrounds.
This study relates to a recent review of primary science programmes, which can be found on the Best Evidence Encyclopaedia. The findings supported the use of inquiry-oriented programmes without science kits, which help teachers to learn and use generic processes such as science-reading integration in their daily science teaching.
Sources: Project Clarion: Three years of science instruction in title I schools among K-Third grade students (2012), Research in Science Education, 42(5).
Effective programmes for primary science: A best-evidence synthesis (2012), Best Evidence Encyclopedia