A new Campbell Collaboration systematic review by Matthew Manning and colleagues examines the evidence on the relationship between teacher qualifications and the quality of early childhood education and care (ECEC), and finds there is a positive association.
The review summarises findings from 48 studies with 82 independent samples. Of those samples, 58 assessed the overall quality of ECEC as an outcome. The relationship between teacher qualifications and overall ECEC quality demonstrated a positive correlation (r = 0.198).
Meanwhile, research funded by the Nuffield Foundation and published as a Centre for Economic Performance Discussion Paper, looks at whether staff qualifications and Ofsted ratings of nursery schools impact on how well children do at school.
For this report, Jo Blanden and colleagues matched data on children’s outcomes at the end of Reception with information on nursery schools attended in the year before starting school for 1.6 million children born between September 2003 and August 2006. They found that children who attend a nursery school rated outstanding, or one employing one or more staff members who are graduates, do better at school, but the effects are very small. Having an employee at the nursery school who is a graduate, specifically a qualified teacher, raises children’s scores at age 5 and 7 by two percent of a standard deviation. Attending a nursery school rated outstanding is associated with a better performance in the Early Years Foundation Stage at age 5 of about four percent of a standard deviation.
Source: The relationship between teacher qualification and the quality of the early childhood care and learning environment (January 2017), Campbell Systematic Reviews 2017:1.
Quality in early years settings and children’s school achievement (February 2017), The Centre for Economic Performance Discussion Paper No 1468.
The Center for Research and Reform in Education in the US has released a new website called Evidence for ESSA, a free web-based resource that provides easy access to information on programmes that meet the evidence standards defined in the Every Student Succeeds Act (ESSA).
The website reviews maths and reading programmes for grades K to 12 (Years 1–13 in the UK) to determine which meet the strong, moderate, or promising levels of evidence defined in ESSA (additional subject areas will be added later). The site provides a one-page summary of each programme, including a programme description, brief research review and practical information on costs, professional development and technology requirements. It is easily searchable and searches can be refined for particular groups (such as pupils with English as an Additional Language) and programme features (such as technology, co-operative learning, or tutoring). Evidence for ESSA directs users to the key studies that validate that a programme meets a particular ESSA standard.
The mission of Evidence for ESSA is to provide clear and authoritative information on programmes that meet the ESSA evidence standards and enable educators and communities to select effective educational tools to improve pupil success.
Source: Evidence for ESSA (www.evidenceforessa.org) The Center for Research and Reform in Education (CRRE) at Johns Hopkins University School of Education.
Research published by the Sutton Trust shows that for schools in the UK, the achievement gap in maths, science and reading between the top-performing pupils from low and high socio-economic backgrounds is around two years and eight months.
Global Gaps by Dr John Jerrim of the UCL Institute of Education analyses the 2015 test scores from the Organisation for Economic Co-operation and Development (OECD) PISA tests to assess how well the top 10% of pupils in the UK’s schools are doing. In England, the highest-achieving pupils score above the median score for OECD countries in maths, science and reading. However, in Scotland, Northern Ireland and Wales, high-achieving pupils perform, on average, below the OECD median scores.
For girls in England, the achievement gap in science and reading is even greater. High-achieving girls from low socio-economic backgrounds are around three years behind their more advantaged, high-achieving peers. This is around eight months greater than the equivalent gap for boys for science, and nine months greater for reading. There is no significant gender difference in maths, with an achievement gap of around two years and nine months for both girls and boys.
Source: Global Gaps: Comparing socio-economic gaps in the performance of highly able UK pupils internationally (February 2017), The Sutton Trust
Studying an applied STEM course could help pupils with learning disabilities (LD) complete secondary school and transition successfully to higher education, according to a US study published in Educational Policy.
Pupils with learning disabilities face significant academic challenges in secondary school, as well as greater risks of dropping out altogether. Studying courses like applied STEM, which focus on applying maths and science skills more directly to practical job experiences, may help them to make the connection between learning and opportunities beyond secondary school, and to see the importance of continuing with their studies.
In order to examine the role applied STEM might have in improving outcomes for LD pupils, Jay Stratte Plasman and Michael A Gottfried analysed data from the US Department of Education to see if there was any link between studying applied STEM and dropout. While pupils generally appeared to benefit from studying applied STEM, the advantages were greater for those with learning disabilities. They calculated a two percent dropout rate for LD pupils who study applied STEM versus 12 percent for LD pupils who do not. Their analysis also demonstrated that LD pupils who study applied STEM are 2.35 times more likely to enrol in college immediately after secondary school, and 2.23 times more likely to go to college two years after completing secondary school, than LD pupils who did not study applied STEM.
Source: Applied STEM coursework, high school dropout rates, and students with learning disabilities (October 2016), Educational Policy
Repeated reading is a strategy used to develop children’s reading fluency in targeted text. However, little research has been done using randomised trials to determine the extent to which fluency gained in repeated reading generalises to new text in terms of accuracy, speed, comprehension and expression. In an effort to examine the effectiveness of the repeated reading strategy, Scott Ardoin and colleagues at the University of Georgia and Mount Holyoke College conducted a randomised controlled trial comparing pupils’ fluency development using repeated reading to their fluency development using wide reading (non-repetitive reading of passages with minimal word and content overlap) and to a third group who continued with business as usual.
A total of 168 second grade (Year 3) pupils in three schools in the southeastern US were matched on standardised pre-testing by reading level in groups of three and assigned to one of the three groups. Pre-tests were also conducted for eye movement and prosody. Each pupil received 20 minutes of individualised intervention four times a week for 9-10 weeks.
Results showed that while all pupils gained in all areas, the pupils in the experimental conditions gained more than the business-as-usual pupils, with the lowest-achieving pupils making the most gains. It was of note that there was no significant advantage to being in the repeated reading group versus the wide reading group.
Source: Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behaviour (December 2016), Journal of School Psychology, 59 pp 13-38
An article co-authored by Johns Hopkins School of Education’s Lieny Jeon reports that teachers need emotional support to manage chaotic classrooms.
The finding comes from a study Jeon and her colleagues conducted that examined the role of teachers’ emotional abilities and classroom environments in how teachers respond to children’s negative emotions and disruptive behaviour. The researchers sampled 1,129 teachers working with pre-school pupils in child-care centres or public pre-K programmes (Reception) across the US. Using a survey, the teachers were asked to rate their perceptions of environmental chaos and their responsiveness to children in early childcare settings.
The researchers found that childcare chaos (eg, crowdedness, unpredictability and lack of routines and rules) was directly associated with teachers’ non-supportive reactions (eg, distress reactions and punitive reactions) after controlling for multiple programme and teacher characteristics. In addition, teachers in more chaotic childcare settings had less reappraisal and coping skills, which in turn was associated with lower levels of positive responsiveness to children.
The article suggests that intervention programmes are needed to address teachers’ coping and emotion regulation strategies in early childhood education.
Source: Child-care chaos and teachers’ responsiveness: The indirect associations through teachers’ emotion regulation and coping (December 2016), Journal of School Psychology, 59:83-96