This study, published in the International Journal of Science and Mathematics Education, examines the relationship between primary teacher participation in a multi-year professional development (CPD) effort and “high stakes” science test scores.
A total of 1,269 US primary school teachers participated in the CPD programme, which utilised regional summer workshops and distance education to help the teachers learn science concepts, inquiry teaching strategies, and how to adapt science inquiry lessons to teach and reinforce skills in English lessons. Findings of the study showed that there was a significant positive relationship between the CPD hours experienced by the teachers and pupil gains.
Source: How much professional development is needed to effect positive gains in K-6 student achievement on high stakes science tests? (2012), International Journal of Science and Mathematics Education, 10(1)
The Consortium on Chicago School Research has released a new report that examines five different reform models initiated by Chicago Public Schools in 36 primary and secondary schools identified as chronically low performing. The reform models, implemented between 1997 and 2010, involved strategies such as staff replacement, leadership replacement, governance replacement, and change in attendance rules (see Table 1 on page 3 of the report for specific models and their key elements).
Findings showed that primary and middle schools (lower-secondary age) that were part of the turnaround effort made significant improvements in test scores compared with similar schools that did not; however, large improvements did not occur immediately in the first year. In contrast secondary schools that underwent reform did not show significant improvements in absences, or percentages of ninth grade pupils (Year 10) considered “on track to graduate” over matched comparison schools.
Source: Turning around low-performing schools in Chicago: Summary Report (2012), The University of Chicago
New research from the OECD (Organisation for Economic Co-operation and Development) looks at international data to explore how disadvantaged pupils can best be supported, and the findings emphasise fairness and inclusion.
Recommendations include using teaching practices that are known to make a difference for low-performing pupils, deferring any selection or ability grouping until the later secondary years to avoid exacerbating inequities, and attracting, supporting, and retaining high-quality teachers.
Source: Equity and quality in education – supporting disadvantaged students and schools (2011), OECD
A new study has concluded that there is an optimum amount of time for children and young people to sleep in terms of how well they perform in school, and more is not necessarily better. The research, published in the Eastern Economic Journal, used data from 1,724 primary and secondary pupils to explore the relationship between sleep and performance on standardised tests.
Findings showed a statistically significant relationship between the two, with the most beneficial amount of time varying by age. This ranged from 9-9.5 hours for 10-year-olds to 7 hours for 16-year-olds.
Source: Sleep and Student Achievement (2012), Eastern Economic Journal,38(33).
The Department for Education has published three new reports on the Effective Pre-school, Primary and Secondary Education Project (EPPSE). EPPSE has followed around 3,000 children since 1997, when they were 3.
The latest reports look at the factors that influence Year 9 students’ social-behavioural outcomes; maths, English, and science outcomes; and a range of other measures, including enjoyment of school and anxiety.
There are many valuable findings, including, for example, that pupils who had a “positive transition” from primary school were more likely to have higher attainment in maths, English, and science. Time spent on homework was also a relatively strong predictor of better attainment and progress in all three core areas.
Source: EPPSE 3 to 14 final report from the key stage 3 phase: influences on students’ development from age 11 to 14 (2012), Department for Education.
The latest issue of Better: Evidence-based Education, has just been published by the Institute for Effective Education, and provides advice on what to do to help struggling readers.
We know a lot about how to solve reading failure, and this issue presents articles on proven solutions in primary and secondary schools. The solutions vary in many ways, but together they show that virtually all children can succeed in reading.
Source: Better Evidence-based Education