The Institute for Effective Education at the University of York and the Johns Hopkins School of Education’s Center for Research and Reform in Education (CRRE) released two new research reviews over the summer:
- Effective programmes for primary science: a best-evidence synthesis; and
- Effects of educational technology applications on reading outcomes for struggling readers: a best-evidence synthesis.
Findings from the primary science review support a view that improving outcomes in primary science depends on improving teachers’ skills in presenting lessons, engaging and motivating pupils, and integrating science and reading. Technology applications that help teachers teach more compelling lessons and that use video to reinforce lessons also showed promise.
The technology and struggling readers review found that educational technology applications produced a positive but modest effect on the reading skills of struggling readers in comparison to “business as usual” methods. Among four types of educational technology applications reviewed, small-group integrated applications such as Lindamood Phoneme Sequence Program and Read, Write, and Type produced the largest effect sizes, but these were mostly evaluated in small studies, which tend to overstate programme impacts.
To view these and other reports, visit theBest Evidence Encyclopaedia.
Sources: Effective programmes for primary science (2012), Best Evidence Encyclopedia, Educational technology applications for struggling readers (2012), Best Evidence Encyclopedia