Outputs (132)

Effective classroom instructions for primary literacy? A critical review of causal evidence (2020)
Journal Article

In the last two decades there has been a proliferation of proposals for instructional practices, all promising to improve pupils’ academic attainment. Many of these approaches have not been robustly or independently evaluated. Schools, enthusiastic t... Read More about Effective classroom instructions for primary literacy? A critical review of causal evidence.

Teachers' wellbeing and workload during Covid-19 lockdown (2020)
Preprint / Working Paper

This report is the second in a series of reports looking at how teachers have responded to the current coronavirus pandemic. The first focused on teachers’ thoughts about the government’s reopening strategy and how they felt about returning to school... Read More about Teachers' wellbeing and workload during Covid-19 lockdown.

Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India (2020)
Preprint / Working Paper

AESAS project is an opportunity for us to investigate the importance and function of school in children’s lives in the two largest regions of Punjab, Pakistan and State of Gujarat, India. AESAS is a comparative study of children’s learning outcomes i... Read More about Pilot study report 2020 : Assessing Early Years Schooling, Access and Student Outcomes (AESAS): Establishing routes for sustainable education in Pakistan and India.

Let's make education fairer (2019)
Journal Article

Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths (2019)
Journal Article

This paper presents the findings of a 1-year efficacy trial of Maths Counts (MC), an intensive, individualised programme delivered by trained teaching assistants. The programme was delivered 3 times a week over 10 weeks. The sample included 291 Year... Read More about Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths.

The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England (2019)
Journal Article

Pupil Premium funding has been provided to schools in England since 2011, to help overcome socio-economic segregation between schools, and reduce the attainment gap between disadvantaged pupils and their peers – nationally, regionally, and within ind... Read More about The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England.

The ‘Write Across’ Project: Evaluation Report (2019)
Preprint / Working Paper

The Write Across project aimed to provide high-quality and ongoing professional development opportunities to teaching staff, focusing on pedagogical approaches and subject knowledge relating to writing composition and grammar. The National Literacy T... Read More about The ‘Write Across’ Project: Evaluation Report.

Evaluation of the National Literacy Trust's Literacy for Life programme (2019)
Report
See, B., Gorard, S., Morris, R., & Siddiqui, N. (2019). Evaluation of the National Literacy Trust's Literacy for Life programme. [No known commissioning body]

This is the final report on the three years of implementation of the Literacy for Life (LfL) programme developed by the National Literacy Trust and implemented by school leaders and trained teachers in six secondary academies. The programme ran from... Read More about Evaluation of the National Literacy Trust's Literacy for Life programme.

Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme (2019)
Journal Article

Disadvantaged pupils in England tend to have lower average attainment than their peers. They are also less likely to be involved in wider learning and opportunities for experience beyond the classroom walls. Approaches which support learning activiti... Read More about Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme.

How can we get educators to use research evidence? (2019)
Book