Effective programmes in primary maths | IEE

Marta Pellegrini from the University of Florence and Cynthia Lake, Amanda Inns and Robert E Slavin from Johns Hopkins Center for Research and Reform in Education have released a new report on effective programmes in primary maths. The report reviews research on the mathematics achievement outcomes of all programmes with at least one study meeting the inclusion criteria of the review. A total of 78 studies were identified that evaluated 61 programmes in grades K–5 (Years 1–6).

The studies were very high in quality, with 65 (83%) randomised and 13 (17%) quasi-experimental evaluations. Key…

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Supporting pupils in primary school may help keep them in education | IEE

Elementary (primary) pupils who participated in a comprehensive support intervention in the Boston public school district are less likely to drop out of high school (secondary school) than pupils not in the intervention, according to a new study published in AERA Open.

Terrence K Lee-St. John and colleagues examined the impact of City Connects – a schoolwide systemic pupil support programme which provides extra academic and social support for pupils in poverty – on high school drop-out rates. Their study tracked pupils from six elementary (primary) schools who participated in the…

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The advantages of print vs. digital reading: A meta-analysis | IEE

A recent meta-analysis showed that paper-based reading yields better outcomes in reading comprehension than digital reading. In an article appearing in Educational Research Review, Pablo Delgato and colleagues from Spain and Israel analysed 54 studies from 2000–2017 comparing the reading comprehension outcomes of comparable paper and digital texts. They examined if one medium has an advantage over the other for reading outcomes, and what factors contribute to any differences found.

Results showed that paper text has an advantage over digital text (effect size=+0.21). Influencing factors…

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One-to-one technology and pupil outcomes | IEE

An evaluation published in Educational Evaluation and Policy Analysis evaluates the impact of the Digital Conversion Initiative on pupil outcomes for one US school district in North Carolina.

The initiative provided laptop computers to every pupil from the fourth grade (Year 5) upwards, while also providing teachers with training on how to best use the technology in their lesson plans.

Marie Hull and Katherine Duch used administrative school data from 2005 to 2013 to determine the programme’s impact on maths and reading achievement for pupils in grades 4 to 8 (Years 5 to 9), as well as…

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Can AI better predict why children struggle at school? | IEE

Researchers from the Medical Research Council (MRC) Cognition and Brain Sciences Unit at the University of Cambridge have used machine learning – a type of computer algorithm – to identify clusters of learning difficulties which did not match the previous diagnosis children had been given.

The study, published in Developmental Science, used a sample of 530 children (ages 5­–18) who were referred to the Centre for Attention Learning and Memory (CALM) by health and education professionals because they were struggling in school. All the children in the sample completed a number of cognitive…

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Effective programmes in primary maths | IEE

Marta Pellegrini from the University of Florence and Cynthia Lake, Amanda Inns and Robert E Slavin from Johns Hopkins Center for Research and Reform in Education have released a new report on effective programmes in primary maths. The report reviews research on the mathematics achievement outcomes of all programmes with at least one study meeting the inclusion criteria of the review. A total of 78 studies were identified that evaluated 61 programmes in grades K–5 (Years 1–6).

The studies were very high in quality, with 65 (83%) randomised and 13 (17%) quasi-experimental evaluations. Key…

Continue reading at:

https://ift.tt/2CMyulu

Supporting pupils in primary school may help keep them in education | IEE

Elementary (primary) pupils who participated in a comprehensive support intervention in the Boston public school district are less likely to drop out of high school (secondary school) than pupils not in the intervention, according to a new study published in AERA Open.

Terrence K Lee-St. John and colleagues examined the impact of City Connects – a schoolwide systemic pupil support programme which provides extra academic and social support for pupils in poverty – on high school drop-out rates. Their study tracked pupils from six elementary (primary) schools who participated in the…

Continue reading at:

https://ift.tt/2CnivcL