Approaches to professional development that combine coaching or mentoring with new knowledge and opportunities for reflection on practice may be the most effective in improving outcomes in early childhood settings, according to a study published in Review of Education.
Sue Rogers and colleagues conducted the systematic review, which
was funded by the Nuffield Foundation, in order to examine the impact of
professional learning and development. The studies included in the review
identify approaches to professional learning that demonstrate impact on early
childhood education on one or more outcomes across three main areas: literacy
knowledge and skills, maths and science knowledge, and social-emotional and behavioural
The findings from the review suggest that coaching models, and
approaches that help develop pedagogical knowledge, may be the most effective
in improving outcomes in early childhood settings. The evidence on duration,
frequency and intensity of the professional learning, although likely to be
important factors, was inconclusive.
systematic review of the evidence base for professional learning in early years
education (The PLEYE Review) (February 2020), Review of Education, Vol 8, No 1
A systematic review published in Review of Education looks at the evidence from randomised controlled trials of the effectiveness of interventions for children with attention-deficit hyperactivity disorder (ADHD) in school settings.
Twenty-eight studies were included in the review and were sorted into eight categories of school-based intervention for ADHD. They were analysed for effectiveness according to a range of different ADHD symptoms, difficulties and school outcomes. The eight categories of intervention were: combined/multiple component; cognitive training; daily report card; neuro-feedback; relaxation; self-monitoring; study and organisation skills training; and task modification.
The strongest evidence of beneficial effects was found for interventions that combine multiple components. There was a large effect size (+0.79) for improved ADHD symptoms rated by teachers and parents, and a small effect size (+0.30) for parent- and teacher-rated academic outcomes.
Interventions involving daily report cards also showed some promise for academic outcomes (effect size = +0.68). There was a beneficial effect on academic outcomes for neuro-feedback interventions, and mixed findings for relaxation and self-monitoring interventions.
Source: School‐based interventions for attention‐deficit/hyperactivity disorder: A systematic review with multiple synthesis methods (October 2018), Review of Education Volume 6, Issue 3