ethanporcaro/eric-fulltext-meta huggingface dataset:
Paired Reading: Evaluation Report and Executive Summary
Author: Lloyd, Cheryl
Date: 2015-07-00
Type: Reports - Research
Subjects: Reading Instruction,Teaching Methods,Reading Aloud to Others,Peer Teaching,Secondary School Students,Literacy Education,Speech Skills,Listening Skills,Reading Skills,Cooperative Learning,Positive Reinforcement,Intervention,Randomized Controlled Trials,Comparative Analysis,Foreign Countries,Teacher Role,Socioeconomic Status,Student Characteristics,Training,Faculty Development,Reading Material Selection,Reading Comprehension,Program Evaluation,Program Effectiveness,Interviews,Regression (Statistics),Statistical Analysis,Pretests Posttests,Questionnaires,Gender Differences

Paired Reading is a peer tutoring programme in secondary schools which trains teachers to support and encourage the regular tutoring of Year 7 pupils (aged 11-12 years) by Year 9 pupils (aged 13-14 years). The Paired Reading programme aims to improve pupils' general literacy in addition to speaking and listening skills. This is achieved by pupils working together to follow the Paired Reading steps to choose the material to read, and discuss this, together with the older pupil (tutor) supporting the reading, correcting errors and praising the younger pupil (tutee) throughout. The 16-week programme is intended to take place during normal school hours in timetabled sessions, for 20 minutes each week. Teachers in participating schools received training from the delivery team, a detailed programme manual and extensive digital resources. The impact of Paired Reading on 2,736 pupils in 120 classes in ten participating schools (1,370 in Year 7 and 1,366 in Year 9) was tested using a cluster randomised controlled trial design with 58 classes randomly allocated to receive the programme and 62 classes allocated to the control condition. Schools from the North Tyneside local authority (LA) and in neighbouring LAs of South Tyneside and Sunderland took part in the trial over the 2013/14 academic year. Key conclusions include: (1) This evaluation does not provide any evidence that the Paired Reading programme had an impact on overall reading ability, sentence completion and passage comprehension of participating pupils; (2) There was no evidence of the Paired Reading programme having an effect on overall reading ability, sentence completion and passage comprehension of FSM pupils; and (3) There was some variation in the intervention group schools in terms of the programme setup and delivery. There was also a varying level of support provided to pupils within the intervention by the teachers involved, based mainly on the reading ability of the pupils. However, these appear to be natural variations between the settings of the schools involved and are unlikely to have affected the dosage of the intervention for the pupils involved.
Future Foundations: Evaluation Report and Executive Summary
Author: Gorard, Stephen
Date: 2014-02-00
Type: Reports - Research
Subjects: Foreign Countries,Program Evaluation,Summer Schools,Literacy Education,Mathematics Education,Elementary School Students,Remedial Instruction,Low Income Groups,At Risk Students,Program Effectiveness,Comparative Analysis,Randomized Controlled Trials,Attendance,Secondary Education,Disadvantaged Youth,Intervention,Participant Observation,Multivariate Analysis,Regression (Statistics),Statistical Analysis,Pretests Posttests

This report documents the results of an evaluation of the Future Foundations Society CIC (Future Foundations) academic summer school which took place in August 2013. The Future Foundations summer school programme is a literacy and numeracy catch-up intervention which provided extra schooling in the summer holidays. Pupils attending the four-week programme followed a specially designed curriculum involving regular literacy and numeracy lessons taught by trained primary and secondary school teachers. The programme took place in the summer of 2013 across three sites in London and the South East: Brighton, Enfield, and Islington. It was targeted at pupils in Years 5 and 6 who were eligible for free school meals (FSM) and at pupils who had not achieved Level 4 in English or maths at the end of Key Stage (KS) 2. The evaluation was set up as a small-scale efficacy trial to test the impact of the summer school. The findings are based on a randomised controlled trial, with individual random allocation to groups to the summer school or a control group who did not receive the intervention. Key conclusions include: (1) Attracting pupils to the summer school, and maintaining high attendance throughout the programme, was challenging; (2) As a result of the trial's eventual size and the level of pupil dropout, the overall findings of the programme on English or maths are not definitive; (3) However, there is evidence of promise for English, particularly for FSM-eligible and Year 5 pupils, which may warrant further study; (4) The programme was relatively expensive. As a way of improving academic outcomes, alternative approaches delivered during the school year may provide similar benefits for a lower cost; and (5) Future evaluations could explore whether apparent gains for progress in English continue into the secondary phase.
Grammar for Writing: Evaluation Report and Executive Summary
Author: Torgerson, David
Date: 2014-02-00
Type: Reports - Research
Subjects: Grammar,Writing (Composition),Writing Skills,Program Evaluation,Program Effectiveness,Intervention,Randomized Controlled Trials,Comparative Analysis,Large Group Instruction,Small Group Instruction,Writing Instruction,Elementary School Students,Foreign Countries,Standardized Tests,Scores,Pretests Posttests,Statistical Analysis

The Grammar for Writing intervention is a curriculum intervention aimed at improving writing skills by providing contextualised grammar teaching. This evaluation was set up as an effectiveness trial to test the impact of a four-week version of Grammar for Writing, delivered with the developer leading the recruitment and retention of the schools and participants and the training, and overseeing the provision of the intervention. The Education Endowment Foundation (EEF) effectiveness trials aim to test whether an intervention can work at scale, in real-world conditions. In each school, one Year 6 class was randomly assigned to the intervention group and one Year 6 class was randomly assigned to continue with teaching as usual. Within the intervention class, eligible pupils were randomised on an individual basis to receive either whole group Grammar for Writing teaching or the whole group approach plus small group Grammar for Writing teaching. At the end of the intervention period all pupils were asked to complete the Progress in English 11 (Long Form) Test developed by GL Assessment, as a measure of general writing ability. There was about 20% drop-out in terms of the primary outcome, but this was evenly spread between the groups and there was no evidence that it introduced selection bias. The process evaluation indicates the programme was delivered with good fidelity (i.e. as intended by the developer). Overall, this indicates the findings are secure. A previous trial evaluation of Grammar for Writing showed a statistically significant impact among older children, but methodological issues in the way the data were analysed means that there are doubts about the validity of the findings. Key conclusions include: (1) Grammar for Writing is not effective in improving general writing among Year 6 pupils when delivered as a whole class intervention over four weeks; (2) Grammar for Writing is modestly effective in improving writing as a small group intervention, although this is likely to be a result of small group teaching, rather than an intrinsic benefit of Grammar for Writing itself; (3) The evidence for Grammar for Writing from this evaluation is insufficient to recommend widespread adoption among Year 6 pupils; (4) Small group teaching amongst Levels 3c to 4b pupils does seem an effective strategy to increase writing skills; and (5) Possible further research question: Is small group teaching for children at Levels 3c to 4b effective and costeffective over a longer time period?
Hallé SHINE on Manchester: Evaluation Report and Executive Summary
Author: Menzies, Victoria
Date: 2016-07-00
Type: Reports - Research
Subjects: Intervention,Reading Instruction,Reading Skills,Program Evaluation,Program Effectiveness,Randomized Controlled Trials,Comparative Analysis,Institutional Characteristics,Student Characteristics,Scores,Standardized Tests,Foreign Countries,Mathematics Achievement,At Risk Students,Low Achievement,Disadvantaged Youth,Mathematics Instruction,Music,Elementary School Students,Weekend Programs,Enrichment Activities,Reading Achievement,Attendance,Pretests Posttests,Student Surveys,Observation,Statistical Analysis

The &quot;Hallé SHINE on Manchester&quot; (HSoM) programme is a Saturday school educational programme designed to increase the reading and maths attainment, as well as engagement with school, of underachieving and disadvantaged pupils at Key Stage 2. Developed in collaboration between the SHINE Trust and Hallé Orchestra, the intervention provides additional school-based literacy and numeracy lessons, based on musical themes, as well as visits to Hallé rehearsals, performances and other theme-based activities. Twenty-five Saturday sessions, each lasting five hours, were planned for the intervention over the course of an academic year, delivered by qualified teachers, teaching assistants, peer mentors, and professional musicians. The evaluation consisted of two randomised controlled trials (RCTs)--a pilot trial and a main trial--and a process evaluation conducted with primary schools in the Manchester area between July 2012 and July 2015. The pilot trial involved 361 Year 5 and 6 pupils in 18 schools; the main trial involved 2,306 Year 4, 5 and 6 pupils in 38 schools. The second year involved both the pilot and main trial running concurrently. The third year involved main trial schools only. Key conclusions include: (1) There is no evidence that the &quot;HSoM&quot; programme had an impact on the reading attainment of children in the trial. This finding was consistent across all age groups, for pupils eligible for free school meals, and for all three years of the trials; (2) There is no evidence that the &quot;HSoM&quot; programme had an impact on the attainment of children in mathematics, or attitudes to reading, maths, music, and school of the children in the trial; (3) Attendance of eligible pupils was often low and considered as a barrier to successful implementation. Reasons for low attendance included pupils' lack of availability to attend the Saturday sessions, variable parental engagement with the programme, and limited time at the beginning of the programme for schools to engage children and parents; and (4) The process evaluation revealed a positive picture of involvement and engagement for those pupils who attended the Saturday school activities. Evaluators observed good working relationships between the teachers and pupils, and positive and purposeful learning environments in lessons. All stakeholders felt pupils were making noticeable improvements in behaviour, confidence, and development of social skills.
Regional Educational Laboratory Researcher-Practitioner Partnerships: Documenting the Research Alliance Experience. REL 2018-291
Author: Scher, Lauren
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Educational Research,Partnerships in Education,Public Agencies,Program Development,Comparative Analysis,Classification,Research Projects,Trust (Psychology),Communication (Thought Transfer),Time Management,Capacity Building,Elementary Secondary Education,Preschool Education

This report provides a detailed account of the Regional Educational Laboratory (REL) Program's experience establishing and supporting research-practice partnerships (called &quot;research alliances&quot;) during its 2012-17 contract cycle. The report adds to the growing literature base on researcher-practitioner partnerships by sharing how the RELs reported creating, engaging, and maintaining multiple partnerships, with the purpose of informing future collaborative efforts for researchers and practitioners and for those who wish to support research-practice partnerships. It addresses questions about: how REL research alliances fit within the broader context of research-practice partnerships; what characteristics existed among REL research alliances and how they evolved over time; and what challenges RELs reported experiencing while establishing and supporting research alliances and the strategies RELs employed to address those challenges. Finally, the paper discusses the implications of the REL research alliance experience for other networks of research-practice partnerships.
LIT Programme: Evaluation Report and Executive Summary
Author: Crawford, Claire
Date: 2014-10-00
Type: Reports - Research
Subjects: Literacy Education,Intervention,Reading Programs,Reading Instruction,Reading Skills,Secondary School Students,Peer Teaching,Student Role,Program Evaluation,Program Effectiveness,Reading Comprehension,Randomized Controlled Trials,Comparative Analysis,Institutional Characteristics,Student Characteristics,Scores,Standardized Tests,Foreign Countries,Regression (Statistics),Statistical Analysis,Least Squares Statistics,Surveys,Interviews

The Literacy Intervention Toolkit (LIT) programme aims to improve the reading ability of children in Year 7 who scored below Level 4 at the end of primary school using a method known as reciprocal teaching. Reciprocal teaching methods encourage children to 'become the teacher'. They are taught how to apply four comprehension strategies: summarising, clarifying, questioning, and predicting. These strategies enable children to check that they understand the content of the material they are reading and can make inferences based on what they have read. The LIT programme is tightly structured, providing training to staff as well as a set of detailed lesson plans on the use of reciprocal teaching to deliver basic instruction in literacy. However, the method of delivery is not particularly prescriptive. It can be used to teach whole classes or small groups, can be delivered by teachers or teaching assistants, and can be offered in addition to or instead of regular English classes. In this evaluation, children typically received 3-4 hours of LIT tuition per week for eight months, mostly delivered in small groups. The programme was devised by the Hackney Learning Trust, who delivered the training sessions for staff and developed a detailed set of lesson plans for them to follow. The primary outcome was reading ability as assessed by scores on the Access Reading Test (ART). The LIT programme was tested using a randomized control trial (RCT). 41 schools were recruited, with 22 schools randomly allocated to a treatment group and 19 schools to a control group. Key conclusions included: (1) This evaluation cannot conclude with certainty what impact the LIT programme had on reading ability for those pupils who received the intervention; (2) This evaluation did not find evidence of a significant impact on reading ability at the year group level (comparing all Year 7 pupils in treatment schools with similar Year 7 pupils in control schools.); (3) Teachers felt that the programme facilitated 'healthy debate' within the classroom, increased confidence in pupils who struggled with core literacy skills, and promoted independent learning. However, they did not feel it worked well with children with underlying cognitive issues requiring intensive vocabulary support; and (4) Feedback from those who used the programme suggested groups of 5-6 children led by qualified teachers or teaching assistants with experience of delivering literacy interventions worked best.
Improving Writing Quality: Evaluation Report and Executive Summary
Author: Torgerson, David
Date: 2014-05-00
Type: Reports - Research
Subjects: Writing (Composition),Writing Instruction,Elementary School Students,Elementary School Teachers,Randomized Controlled Trials,Comparative Analysis,Teaching Methods,Program Evaluation,Program Effectiveness,Foreign Countries,Learning Strategies,Self Management,Socioeconomic Status,Low Income Groups,Student Characteristics,Intervention,Statistical Analysis,Regression (Statistics),Classroom Observation Techniques,Interviews

Self-Regulated Strategy Development (SRSD) is a writing process model in which students are encouraged to plan, draft, edit, and revise their writing. In this evaluation 23 primary schools and their Year 6 teachers in the Calderdale area of West Yorkshire were randomly allocated to receive training in the SRSD approach from an external consultant. Twelve schools were allocated to the comparison group and 11 schools to the intervention group. The evaluation was set up as an efficacy trial to test the impact of using SRSD in conjunction with memorable experiences at the transition from primary to secondary school. The study was well conducted with independent randomisation and a moderate sample size. Intention-to-treat analysis was used (i.e., pupils were compared in the groups to which they were originally randomly assigned), blind marking of the test papers was undertaken, and the analysis was adjusted for school randomisation. Key conclusions include: (1) The approach had a strong positive effect on the writing outcomes of low attaining pupils at the transition from primary to secondary school among a sample of pupils in State schools in the West Yorkshire area; (2) The approach had beneficial effects for both free school meals (FSM) and non-FSM pupils; (3) These findings, in combination with existing evidence from the United States and elsewhere, suggest that the Self-Regulated Strategy Development approach has substantial promise as a literacy catch-up approach; (4) A larger effectiveness trial could be commissioned to test the approach on a larger scale and with other age groups; and (5) Teachers were trained in the SRSD approach by the North American developers, but adapted it in some ways for an English context.
Understanding Faculty Perceptions and Approaches to Academic Integrity in a Canadian School of Education
Author: Eaton, Sarah Elaine
Date: 2018-03-02
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Schools of Education,Integrity,Teacher Attitudes,Mixed Methods Research,Educational Strategies,Educational Practices,Ethics,Preservice Teacher Education,Guidelines

Schools of education are in a unique position to foster a culture of academic integrity among pre-service teachers who will go on to careers as K-12 educators. This presentation presents the results of a year-long mixed methods study to understand the perceptions and approaches to academic integrity taken by academic staff in a Canadian school of education. Participants (N = 38) included tenured, tenure-track and contract faculty at a variety of ranks and positions. Findings revealed that faculty had different perceptions on how cases of academic misconduct should be addressed, but had little awareness of how to prepare pre-service teachers as future mentors when it comes to cultivating academic integrity among their own future K-12 students.
Improving Numeracy and Literacy: Evaluation Report and Executive Summary
Author: Worth, Jack
Date: 2015-06-00
Type: Reports - Research
Subjects: Foreign Countries,Numeracy,Program Evaluation,Elementary School Mathematics,Elementary School Students,Mathematics Education,Morphemes,Literacy Education,Spelling,Spelling Instruction,Reading Comprehension,Mathematics Skills,Control Groups,Comparative Analysis,Randomized Controlled Trials,Outcomes of Education,Correlation,Computer Games,Intervention,Program Implementation,Reading Ability,Statistical Analysis,Pretests Posttests,Teacher Surveys

The project, &quot;Oxford Improving Numeracy and Literacy Programme,&quot; was delivered by Oxford University Department of Education. This evaluation tested two different initiatives with Year 2 children: &quot;Mathematics and Reasoning&quot; and &quot;Literacy and Morphemes.&quot; The &quot;Mathematics and Reasoning&quot; programme aimed to develop children's understanding of the logical principles underlying mathematics. The &quot;Literacy and Morphemes&quot; programme aimed to teach children about morphemic spelling rules with the aim of aiding their spelling and also their reading comprehension. Fifty-five schools were recruited to participate in the evaluation by the University of Oxford team: 17 were allocated to the numeracy group, 19 to the literacy group, and 19 to the control group. The programmes were evaluated using a randomised controlled trial that compared the progress of pupils who received the programmes to a &quot;business as usual&quot; control group. This evaluation was an efficacy trial. Teacher questionnaires were distributed and collected by test administrators during the school visits and, as a result, the response rates were very high at 82%. Key conclusions include: (1) This evaluation provided evidence that the &quot;Mathematics and Reasoning&quot; programme had a positive impact on pupils' numeracy ability equating to three additional months' progress; (2) There was no evidence to suggest that the &quot;Literacy and Morphemes&quot; programme had an impact on pupils' literacy ability overall; (3) There was an association between greater use of the accompanying computer games and greater impact in the numeracy intervention, suggesting the computer games were important to successful implementation; (4) All teachers were able to implement the programmes, but most agreed there was too much content to deliver in one hour per week and so made various adaptations to their delivery of the programme. In future trials of the programmes, teachers should be permitted to use and integrate the materials in their own way, as they would in a normal teaching situation; and (5) A future trial could evaluate the programmes at scale in more than one location. When drawing up plans for bringing the programmes to scale, the Oxford team should consider whether training and ongoing technical support could be delivered remotely, rather than in person.