A new report has shown that school pupils’ fitness is strongly related to their academic performance. The association is strongest during the early secondary years, and cardiovascular fitness made the most difference. The study, in the Journal of School Health, looked at over 250,000 pupils’ academic and fitness records, and recommends that schools should consider increasing PE time, and that PE teachers should emphasise cardiovascular fitness.
Source: Associations of physical fitness and academic performance among schoolchildren (2011), Journal of School Health, 81(12).
Further research into the effectiveness of sport programmes can be found in the Education Endowment Foundation Toolkit.
A report by the Sutton Trust, which compared social mobility in several countries, found that the UK performs poorly.
The key findings of the report were that:
- Gaps in school readiness in England between disadvantaged children and their counterparts were wider than in similar countries, such as Canada and Australia, but narrower than the United States.
- Formal preschool education can have lasting effects in reducing the educational gap between high and low income children.
- Disparities in early child outcomes persist into adolescence.
- Unlike other countries, the achievement gap in England actually widens in secondary school.
- None of the countries in the study reduce the disparity as children age.
The report concludes that addressing the social stratification in secondary schools remains one of the key challenges for improving social mobility in the UK.
Source: Latest research report: what prospects for mobility in the UK? A cross-national study of educational inequalities and their implications for future education and earnings mobility (2011), Sutton Trust
The latest issue of Better: Evidence-based Education includes an article on using Teacher Study Groups to improve vocabulary teaching. This new approach to professional development for teaching vocabulary, uses year level team meetings as a forum for new learning and enhancing existing curricula to conform to evidence-based principles. This approach can lead to enhanced outcomes in vocabulary, and significant change in teaching practice.
Source: Improving vocabulary teaching through teacher study groups (2011), Better: Evidence-based Education, 4(1).
The National Foundation for Education Research (NFER) has published a guide to developing a business case for early interventions (the practices and programmes that help to give children aged 0–3 the social and emotional foundations they need). Commissioned by the Local Government Association, the guidance includes:
- How to make a business case for early interventions
- How to make an economic case for early interventions
- The key considerations in evaluating the value for money of early interventions.
Source: Developing a business case for early interventions and evaluating their value for money (2011), National Foundation for Educational Research
The online magazine Prevention Action has published a report on Incredible Years. This evidence-based parent training programme has previously been proven to achieve considerable success in improving outcomes for children aged three to eight years old with challenging behaviours.
New research has shown it also produces positive results with older children and their families. Studies of Incredible Years in Ireland, and also of the programme’s therapeutic dinosaur, for small groups of children at high risk of developing conduct disorder, are also underway.
Source: Incredible results for the Incredible Years (2011), Prevention Action