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Outputs (132)

Evaluation of the Fresh Start: an aggregated trial. (2015)
Report
Gorard, S., Siddiqui, N., & See, B. (2015). Evaluation of the Fresh Start: an aggregated trial. [No known commissioning body]

We evaluated the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy, based on a randomised controlled trial conducted with 10 secondary schools in England. Fresh Start is a synthetic phonics programm... Read More about Evaluation of the Fresh Start: an aggregated trial..

Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme (2015)
Journal Article
See, B., Gorard, S., & Siddiqui, N. (2015). Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme. Studies in Educational Evaluation, 47, 83-92. https://doi.org/10.1016/j.stueduc.2015.09.003

This paper presents the findings of the first independent UK evaluation of a large-scale randomised controlled trial of Response-to-Intervention, used as a catch-up literacy intervention. A total of 385 pupils in their final year of primary school (Y... Read More about Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme.

Impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. A review of evidence (2015)
Report
See, B., & Kokotsaki, D. (2015). Impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. A review of evidence. [No known commissioning body]

This literature review was commissioned by the Education Endowment Foundation (EEF) to assess the evidence of impact of arts education on cognitive and non-cognitive outcomes of children from pre-school to compulsory school age (ages 3 to 16). In thi... Read More about Impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. A review of evidence.

Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review (2015)
Journal Article
See, B., & Gorard, S. (2015). Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review. Journal of Children's Services, 10(3), 252-264. https://doi.org/10.1108/jcs-02-2015-0008

Purpose – The purpose of this paper is to summarise the results of a review of the literature linking parental involvement in their child’s education to attainment at or before primary school. Design/methodology/approach – The search involved nine el... Read More about Does intervening to enhance parental involvement in education lead to better academic results for children? An extended review.

How effective is a summer school for catch-up attainment in English and maths? (2015)
Journal Article
Gorard, S., Siddiqui, N., & See, B. (2015). How effective is a summer school for catch-up attainment in English and maths?. International Journal of Educational Research, 73, 1-11. https://doi.org/10.1016/j.ijer.2015.07.003

The current study is an efficacy trial of a summer school programme, targeted at literacy and numeracy catch-up for pupils in years 5 and 6. During the summer holidays the intervention provided extra schooling in English and maths along with a wide v... Read More about How effective is a summer school for catch-up attainment in English and maths?.

Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase (2015)
Journal Article

This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the hab... Read More about Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase.