ethanporcaro/eric-fulltext-meta huggingface dataset:
Chatterbooks: Evaluation Report and Executive Summary
Author: Styles, Ben
Date: 2014-05-00
Type: Reports - Research
Subjects: Extracurricular Activities,Reading Programs,Reading Motivation,Recreational Reading,Program Effectiveness,Intervention,Reading Ability,Secondary School Students,Foreign Countries,Program Evaluation,Randomized Controlled Trials,Interviews,Pretests Posttests,Observation,Statistical Analysis

This National Foundation for Educational Research (NFER) report has been produced for the Education Endowment Foundation and its evaluation of the Chatterbooks reading scheme. Chatterbooks is an extracurricular reading initiative, developed by the Reading Agency, that aims to increase a child's motivation to read by providing tools and resources to encourage reading for pleasure. The intervention developed for this trial was delivered in schools, and consisted of nine weekly one hour sessions where the pupils read and discussed an age-appropriate book. For some pupils, a dialogic reading component was included in the session (Chatterbooks Plus). The programme was delivered to Year 7 pupils who had not reached a secure Level 4 in English at the end of Key Stage 2. Intervention delivery took place from April to June 2013, and the project ran from January to October 2013. The programme was delivered by trained graduates at Coventry University who had received training from the Reading Agency and Professor Clare Wood (for the dialogic reading component). NFER was responsible for a number of trial activities including the production of the final report. Key Findings: (1) There was no evidence of impact of either Chatterbooks or Chatterbooks Plus on reading ability; (2) The process evaluation indicates that schools encountered problems with timetabling, planning and resourcing, which make the intervention unsuitable in its current format; (3) If implementing this intervention with low-achieving pupils, it would be important to find a way of increasing motivation to mitigate behavioural issues; (4) The dialogic reading component of Chatterbooks Plus could be expanded and trialled separately; and (5) To make Chatterbooks more suitable for a school setting, it would be important to consider how sessions that focus on reading for pleasure can be developed to demonstrate impact on reading ability.
Mind the Gap: Evaluation Report and Executive Summary
Author: Dorsett, Richard
Date: 2014-10-00
Type: Reports - Research
Subjects: Metacognition,Elementary School Students,Intervention,Teaching Methods,Parent Participation,Faculty Development,Workshops,Parent Child Relationship,Animation,Films,Learning Processes,Randomized Controlled Trials,Comparative Analysis,Statistical Analysis,Program Evaluation,Program Effectiveness,Family Attitudes,Teacher Attitudes,Family School Relationship,Foreign Countries,Literacy,Numeracy,Standardized Tests,Reading Achievement,Mathematics Achievement,Questionnaires,Self Concept Measures,Student Attitudes,Pretests Posttests,Regression (Statistics),Qualitative Research

Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and how to continue to effectively and strategically involve parents. This training took place over a day and was provided by a consultant. The second component focused on parental engagement and offered families the opportunity to participate in a series of facilitated workshops where children and parents work together to create an animated film. Sessions were coordinated by a practitioner who helped participants to think about how they are learning, create learning goals and reflect on their progress; to be metacognitive about the learning process they were engaged in together. The families were offered 2 hours of workshops per week for 5 weeks (10 hours in total). The project targeted schools in four areas of England: Birmingham, Devon, London and Manchester. It was delivered by the Campaign for Learning, with assessments carried out by Durham University. Delivery started in September 2012 and finished in October 2013. The project was evaluated using a randomised controlled trial, which compared the interventions to a 'business-as-usual' control group. It is important to note that it was eligibility for the animation course, not participation, that was randomised, so the results must be regarded as estimating the effect of being offered the animation course (alone or in combination with teacher training, as appropriate) rather than participating in it. Among the key conclusions were: (1) The headline findings provide no evidence of a statistically significant impact of Mind the Gap on attainment; (2) The estimate of the programme's impact on pupils' metacognition was positive and statistically significant; and (3) Participating families and staff felt the intervention enhanced home-school relationships and strengthened the learning relationship between children and parents.
Hampshire Hundreds: Evaluation Report and Executive Summary
Author: McNally, Sandra
Date: 2014-10-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Teachers,Intervention,Instructional Effectiveness,Educational Strategies,Teaching Methods,Achievement Gap,Disadvantaged Youth,Elementary School Students,Program Evaluation,Teacher Improvement,Student Needs,Economically Disadvantaged,Faculty Handbooks,Randomized Controlled Trials,Comparative Analysis,Control Groups,Outcome Measures,Reading Achievement,Mathematics Achievement,Outcomes of Education,Evidence Based Practice,Theory Practice Relationship,Pilot Projects,Scores,Evaluation Methods,Regression (Statistics),Qualitative Research,Case Studies,Statistical Analysis

The Hampshire Hundreds project was a local authority-led intervention which brought together lead teachers from Hampshire primary schools to provide them with evidence and support for effective teaching strategies to decrease the attainment gap between disadvantaged pupils (aged 9-11) and their peers. The intervention involved a facilitator working with staff from a number of schools, and providing supporting materials comprising the &quot;Hampshire Hundreds Handbook,&quot; to provide good quality teaching and support to disadvantaged pupils. The evaluation was set up as a randomised control trial to test the impact of the Hampshire Hundreds intervention in comparison to a 'business as usual' control group, with the local authority leading the training and overseeing the provision of the intervention. As the intervention was run by the local authority it is classified as an efficacy trial. Analysis was completed on an 'intention to treat' basis where schools were compared in the groups to which they were originally randomly assigned. The primary outcome measure was disadvantaged pupils' progress in reading and maths (combined), as measured by InCAS (Interactive Computerised Assessment System) developed by the Centre for Evaluation and Monitoring (CEM) at Durham University. 36 schools took part in the trial. 19 schools were allocated to the intervention group and 17 schools to a wait-list control group, which were offered the intervention at least two terms after the intervention schools. Only 14 treatment schools and 10 control schools completed the post-intervention testing. Key conclusions include: (1) Hampshire Hundreds showed no significant impact on raising attainment for disadvantaged pupils during the evaluation period; (2) Schools were encouraged to respond to the training and support in a way that was most suitable for the context of the school; and (3) This project illustrates that it is difficult to convert research evidence into effective action within schools. It also illustrates the importance of careful piloting of an intervention before attempting an impact evaluation. [The impact evaluation was conducted with Amy Challen and Gill Wyness.]
Physically Active Lessons: Evaluation Report and Executive Summary
Author: Miller, Sarah
Date: 2015-06-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Students,Physical Education,Physical Activities,Intervention,Program Evaluation,Pilot Projects,Lesson Plans,Feasibility Studies,Academic Achievement,Experimental Groups,Control Groups,Program Implementation,Fidelity,Outcomes of Education,Teacher Attitudes,Integrated Activities,Randomized Controlled Trials,Statistical Analysis,Pretests Posttests,Qualitative Research,Observation,Interviews

This is a report of a pilot study of the Physically Active Lessons (PAL) programme, which was piloted in five primary schools in Hertfordshire between February and July 2014. PAL involves adapting lesson plans to combine short bursts of physical activity with academic content. The study had two aims: (1) to explore the feasibility of adapting a programme of physical activity and implementing it in the classroom setting, and (2) to explore the feasibility of a future, large-scale trial to provide a proper, robust test of the impact of the programme in improving attainment. Within each of six primary schools, Years 4 and 5 were randomly allocated to either intervention or control groups (472 pupils in total). This was a post-test only design and data was collected in July and October 2014. A process evaluation was conducted alongside the trial in order to provide data on programme implementation and to capture the perceptions and experiences of key stakeholders' engagement with the programme. Key areas explored were the quality of implementation of the intervention, fidelity, and perceived programme outcomes. All headteachers, as well as intervention and control teachers in participating schools, were invited to take part. Three focus groups were conducted with 6-10 children in each. Key conclusions include: (1) Evidence for the feasibility of implementing Physically Active Lessons in the classroom is mixed; both teachers and children reported enjoying the programme, however, the programme created a lot of additional work for teachers and thus, enthusiasm tended to fade towards the end of the study; (2) Teachers found the training enjoyable and helpful, however, they reported that it was sometimes difficult and often time consuming to develop lesson plans and think of ways to integrate physical activity into lessons, especially literacy lessons; (3) More work is needed to develop the programme before it is ready to be tested using a full trial. Additional work is required to develop a programme manual and integrate additional support mechanisms for teachers throughout the delivery period of the intervention; and (4) If the programme is taken to a full effectiveness trial it is recommended that paper-based tests are used, additional explanatory variables are measured, and randomisation can successfully occur at the year-group level. [The project was co-funded by Nike, Inc. as part of the &quot;Designed to Move&quot; initiative.]
Impact of Video Self-Monitoring with Graduated Training on Implementation of Embedded Instructional Learning Trials
Author: Bishop, Crystal D.
Date: 2015-11-00
Type: Journal Articles
Subjects: Video Technology,Preschool Teachers,Self Evaluation (Individuals),Feedback (Response),Teaching Methods,Accuracy,Program Implementation,Coding,Prompting,Training,Questionnaires,Intervention,Student Behavior,Pretests Posttests,Check Lists,Fidelity,Behavior Modification,Program Effectiveness,Classroom Observation Techniques

We used a multi-component single-subject experimental design across three preschool teachers to examine the effects of video self-monitoring with graduated training and feedback on the accuracy with which teachers monitored their implementation of embedded instructional learning trials. We also examined changes in teachers' implementation of learning trials. In each self-monitoring condition, teachers observed and recorded their implemented learning trials using video and a coding form. Conditions differed in the specificity of prompts on the coding form and the type of training and feedback provided. The combination of training, coding forms with specific prompts for learning trial components, and external feedback generally resulted in more accurate self-monitoring for two of three participants and increases in the fidelity of implementation of learning trials. Findings suggest self-monitoring can be effective for increasing the fidelity with which teachers implement embedded instructional learning trials, but systematic training and feedback are important for ensuring self-monitoring accuracy. [This paper was published in &quot;Topics in Early Childhood Special Education&quot; (EJ1076769).]
Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School
Author: Wang, Feihong
Date: 2016-05-00
Type: Journal Articles
Subjects: Victims,Elementary School Students,Teacher Student Relationship,Peer Relationship,Ethnic Groups,Preferences,Age Differences,Minority Group Students,Bullying,Hierarchical Linear Modeling

We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear modeling, we found that peer and teacher preference for students and student ethnicity each uniquely predicted student-reported peer victimization, controlling for student gender, grade level, and teacher gender and race. Specifically, higher peer and teacher preference were independently related to lower peer victimization in late elementary school, and minority students were more at risk for peer victimization than were White students. Interestingly, examinations of interactions indicated that Hispanic children who reported more positive relationships with teachers were at greater risk of victimization relative to White students. Practical implications are discussed in light of these findings. [This article was published in &quot;Psychology in the Schools&quot; (EJ1097179).]
Beginning a Higher Trajectory: Grade 11 Study. State Teachers of the Year Compare Former and New State Assessments
Author: McClellan, Catherine
Date: 2017-03-00
Type: Reports - Research
Subjects: Grade 11,Comparative Analysis,Common Core State Standards,Summative Evaluation,Teacher Attitudes,Teacher Surveys,Test Items,Performance Based Assessment,Pretests Posttests,Educational Quality,Teacher Effectiveness,Expertise,Measurement,Standardized Tests,Thinking Skills,Secondary School Teachers,Teaching Methods,Academic Achievement,Professional Recognition,Educational Assessment,Partnerships in Education,English Instruction,Language Arts,Literacy,Mathematics Tests,Formative Evaluation

This study continues the work that National Network of State Teachers of the Year (NNSTOY) and its partners, Clowder Consulting and Education-Counsel, began with their &quot;Right Trajectory&quot; study (see ED581172), released in 2015, and continued in their &quot;Still the Right Trajectory&quot; study (see ED581173) released in early 2017. In addition to these studies examining the prior 5th grade state tests and the consortium assessments, this research includes analysis of the 11th grade Smarter Balanced assessment. Although the research is based on the same survey used for the 5th grade study, the design for the 11th grade research was fundamentally different because reviewers only examined the Smarter Balanced test, without using a prior test as a basis for comparison. Twelve expert teachers from Department of Defense, Idaho, Minnesota, Mississippi, Nebraska, Nevada, Utah and Washington participated in the panel, and each panelist evaluated either the reading/English language arts (ELA) or mathematics portion of the assessment. Despite the limitations imposed by the lack of context from prior tests, the impressions of outstanding educators about the strengths and areas for improvement of the 11th grade assessment provide an important contribution to the ongoing conversation about the value of standardized assessments. This analysis presents both positive and constructive feedback for consideration as test developers and states reflect and engage in continuous improvement.
Parental Behaviors and Beliefs, Child Temperament, and Attachment Disorganization
Author: Wang, Feihong
Date: 2015-04-00
Type: Journal Articles
Subjects: Parent Child Relationship,Beliefs,Child Behavior,Attachment Behavior,Multiple Regression Analysis,Parenting Styles,Questionnaires,Personality Development,Personality Measures,Mothers,Parent Attitudes,Child Development,Preschool Education,Infant Behavior,Statistical Analysis,Intervention

This research examined alternative mechanisms in the etiology of attachment disorganization. The authors hypothesized that negative intrusive parenting would significantly predict children's attachment disorganization at age 12 months within a diverse community sample. Of more substantial interest, the authors tested moderational mechanisms in the association between negative intrusive parenting, parental strong belief in discipline and control, child difficult temperament, and children's attachment disorganization. Using a multiple regression analytic approach, this research found that negative intrusive parenting significantly predicted children's attachment disorganization. This prediction was more significantly related to children's levels of attachment disorganization when it was paired with stronger rather than weaker parental beliefs in discipline and control. In contrast, when children had difficult temperament at 6 months, it was only when parents held very weak beliefs in discipline and control that children were at higher risk for attachment disorganization. Implications of the findings were discussed accordingly.
Still on the Right Trajectory: State Teachers of the Year Compare Former and New State Assessments
Author: McClellan, Catherine
Date: 2016-12-00
Type: Reports - Research
Subjects: Grade 5,Comparative Analysis,Common Core State Standards,Summative Evaluation,Mixed Methods Research,Teacher Attitudes,Teacher Surveys,Test Items,Performance Based Assessment,Pretests Posttests,Educational Quality,Teacher Effectiveness,Expertise,Measurement,Standardized Tests,Thinking Skills,Elementary School Teachers,Middle School Teachers,Teaching Methods,Academic Achievement,Professional Recognition,Educational Assessment,Partnerships in Education,Reading Tests,Mathematics Tests,College Readiness,Career Readiness

As part of state transitions to college- and career-ready (CCR) standards, including the Common Core State Standards in more than 40 states (NGA &amp; CCSSO, 2010), states are for the first time administering new summative assessments aligned to those standards and aiming for a higher bar in assessment quality. For a majority of states, this means the &quot;consortia assessments&quot;--the Partnership for Assessment of Readiness for College and Careers (PARCC) or Smarter Balanced Assessment Consortium (Smarter Balanced). In this supplement to the original &quot;Right Trajectory&quot; study, the authors evaluate only the Smarter Balanced consortium assessment. To do this, they assembled a group of former State Teachers of the Year (STOYs) from multiple states, each of whom has been recognized at local and state levels for their teaching excellence. The panel reviewed the 5th grade Smarter Balanced and two prior state assessments: OAKS from Oregon and the Nevada state assessments (both states currently use Smarter Balanced). The results were clear: There was consensus across participating teachers that the new consortium assessment--Smarter Balanced--is an improvement and still the right trajectory. [For &quot;The Right Trajectory,&quot; see ED581172. For &quot;Beginning a Higher Trajectory: Grade 11 Study,&quot; see ED581170.]
Mathematics Mastery: Overarching Summary Report
Author: Jerrim, John
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Mathematics Achievement,Achievement Gap,Low Income Groups,At Risk Students,Mathematical Concepts,Concept Formation,Randomized Controlled Trials,Elementary School Students,Secondary School Students,Foreign Countries,Program Evaluation,Program Effectiveness,Comparative Analysis,Cost Effectiveness,Pretests Posttests

The Mathematics Mastery programme is a whole-school approach to teaching mathematics that aims to raise attainment for all pupils and close the attainment gap between pupils from low income families and their peers. The programme aims to deepen pupils' conceptual understanding of key mathematical concepts. This summary is based on two randomised controlled trials of Mathematics Mastery funded by the Education Endowment Foundation. The first evaluation assessed the impact of the programme on pupils in Year 1. 83 schools from London and the South East participated in the trial, with a total sample of 4,176 pupils. The second assessed the impact of the programme on pupils in Year 7. 44 schools from London and the South East participated in the trial, with a total sample of 5,938 pupils. Both evaluations assessed the programme's impact in its first year of adoption. In subsequent years it was intended that schools would begin to use the approach with older year groups until it was in place across all year groups. The education charity, Ark, provided participating schools with training and resources to support the adoption of the programme. Key conclusions include: (1) This summary is based on findings from two randomised controlled trials conducted in English schools between 2011 and 2014; (2) On average, pupils in schools adopting Mathematics Mastery made a small amount more progress than pupils in schools that did not. The effect detected was statistically significant, which means that it is likely that that improvement was caused by the programme; (3) It is unclear whether the programme had a different impact on pupils eligible for free school meals, or on pupils with higher or lower attainment; (4) Given the low per-pupil cost, Mathematics Mastery may represent a cost-effective change for schools to consider; and (5) The evaluations assessed the impact of the programme in its first year of adoption. It would be worthwhile to track the medium and long-term impact of the approach. [For the Primary Evaluation Report, see ED581183. For the Secondary Evaluation Report, see ED581187.]