A new study by the Institute for Effective Education has shown that self-paced learning could produce significant gains in primary maths learning. In self-paced learning pupils answer, at their own pace, questions delivered directly to electronic handsets.
The technology instantly marks the responses and feeds back the results to both pupil and teacher. Teachers can use this formative assessment to help pupils and guide future teaching. Significant gains in pupils’ mathematical learning were made by those pupils using the self-paced learning technology.
Source: Self-paced learning: Effective technology-supported formative assessment report on achievement findings (2011), Institute for Effective Education
A new study has found that children living in poverty and whose mothers have no educational qualifications do less well in language, literacy and social development than their peers. Frequent home learning alone does not compensate for this disadvantage.
It suggests that family literacy programmes should have a wider remit in terms of supporting families (for example, encouraging parents to take part in educational activities themselves) rather than solely focusing on supporting parents to give specific literacy or numeracy skills to their children.
Source: Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes (2011), British Educational Research Journal 37(6)
Further research into the effectiveness of social and emotional learning programmes can be found in the Education Endowment Foundation Toolkit.