Pearson-Exploring-Effective-Pedagogy-in-Primary-Schools

Given that pedagogy is fundamentally important tolearning, how much is known about what teachers “do”in their classrooms that can lead to poor, good orexcellent outcomes for their students? The EffectivePrimary Pedagogical Strategies in English and Maths(EPPSEM) research set out to answer this questionusing qualitative data that were collected as part ofa larger quantitative study on pedagogy. The “mixedmethods” approach to the study of effective classroompractices (Siraj-Blatchford et al., 2006; Sammons et al., 2005) isimportant as it can reveal practices that are useful for both policy“Given thatpedagogy isfundamentally importantto learning, how muchis known about whatteachers ‘do’ in theirclassrooms”makers and practitioners. The EPPSEM study points to the importance of what happens in theclassroom and like the work of academics such as Hattie (2012), who has collated the findingsof dozens of studies on classroom practices, helps to make learning “visible” to the people whomatter – teachers.The findings in this report support other reports undertaken by Pearson such as The LearningCurve (The Economist Intelligence Unit, 2012; 2014) report, which explains what teachers canactually do to improve practice, and discusses the outcomes and the benefits of certain systemsand policies and practices.The rest of this report describes the findings on “effective” primary school classroom strategiesfrom a longitudinal study of influences on the academic attainment and progress andsocial-behavioural development of over 3,000 children in England who were part of theEffective Pre-School, Primary and Secondary Education study (1997-2014).Evidence from Research | 7