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

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4Summary and ImplicationsMuch has been written about pedagogy and effectiveness and messages (for both policy makersand practitioners) can be powerful when the two are studied together (Muijs & Reynolds 2011;Sylva et al., 2010; Ko & Sammons with Bakkum, 2013).The EPPSEM research set out to explore the differences between poor, good and excellentteachers, with reference to child outcomes (attainment), our structured observations (Appendix1) and Ofsted ratings. This was possible because of the unique opportunity to link qualitativeinformation (observation notes/lesson plans) to the effectiveness ratings of schools.EPPSEM attempted to provide:• a description of the strategy and where supporting evidencewas expected to be found in the data• an explanation of the main differences and similarities across the threeacademic effectiveness and quality of pedagogy groups in primary schools• an exploration of the themes arising from the analysis• a series of excerpts from the field notes to illustrate good practice for user groups• a summary of the key findings for policy makers and practitioners• a list of pedagogical strategies that distinguish Year 5 classrooms in academicallyeffective schools with excellent quality pedagogy and outcomes from the twoother academic effectiveness and quality of pedagogy groupsEvery study has limitations and no study is entirely conclusive. While EPPSEM refers to primaryclassrooms, the observations were made in Year 5 classrooms and therefore results may notalways apply across all the primary age groups.Given the focus on classroom strategies, and other school and pupil-level factors that are knownto influence school effectiveness such as leadership, monitoring pupil progress, the extent ofimprovement since the previous Ofsted inspection, parental support, attendance and ratesof exclusion were not included, although they are addressed elsewhere in the EPPE/EPPSEliterature (Sammons et al., 2006; 2008a,b).38 | Exploring Effective Pedagogy in Primary Schools
Also, although the large amounts of quantitative data available provided additional support forthe frequency of use of pedagogical strategies, the main focus of the EPPSEM sub-study was onthe qualitative descriptions the researchers included in their observations, specifically designedto support practitioners, practice and policy makers with illuminative evidence. Again, thequantitative data is reported elsewhere (Sammons et al., 2006; 2008b).Finally, one other constraint of the EPPSEM approach was that the observations focused on thepedagogical strategies described and measured in the research instruments. This meant thatthere was sometimes less or more data to support or refute some of the strategies identifiedthrough the evidence-based literature search and professional focal discussions.It is clear that further research would be helpful, especially if conducted in whole-schoolcontexts where excellent, good and poor outcomes are known, so that comparisons can bemade across ages and stages. However, what clearly emerges is a “bundle” of behaviours that,taken together, can make a difference to children’s development and progress and thereforetheir later life chances. This is especially true for those children who come from disadvantagedbackgrounds, where previous EPPSE research (Sylva et al., 2010) has shown that what happensat classroom level in pre-schools and schools makes a difference to outcomes. It could beargued that good leadership is essential. There is much for leaders of education to ponder fromthis research in enhancing their knowledge. In order to advance effective practice, they couldtake some of the key messages from this research and the international literature and applythem to their schools and situations.The EPPSEM research is not alone in identifying pedagogical strategies requiring specialattention; the international literature complements these. In terms of organisation, there is goodliterature on the productive use of instructional time (Evertson, 1995; Muijs & Reynolds, 2003;Alexander et al., 2006), which emphasises the importance of good organisational skills and thedevelopment of whole-school policies on maximising lesson times, whole-class interaction andtime on tasks. Maximising learning time with consideration to pace, variety and resources hasbeen well documented. Classroom routines, well-organised resources that are fit for purposeand higher levels of self-reliance and responsibility for pupils have all been shown to enhancelearning experiences for children (Claxton & Carr, 2004; Gipps et al., 2000; Watson et al., 2007).Sharing objectives, and making the teacher’s intentions clear to pupils in relation to the conceptsand ideas presented in lessons, is vital (Borich 2000; Gipps et al., 2000).Another aspect related to a positive classroom climate is relationships between children andbetween teachers and children. This was a major feature of excellent classroom teachers in anOECD review of 11 countries and the Hay McBer review (DfEE, 2000a) conducted for the UK’sDepartment for Education. It is also a key feature of a number of rating scales that measurequality of pedagogy (Creemers & Reezigt, 1999; NICHD, 2001). Many socio-cultural researchershave emphasised the importance of creating “communities of learners” (Shulman, 2004).Research on climate also emphasises teacher sensitivity (Anderson et al., 2004) and good peerrelations (Kutnick & Kington 2005). Effective discipline and sound behaviour management arealso key to excellent practice (Rogers, 2007; Woodcock & Reupert, 2012) and the effectiverunning of classroom practice to enhance learning. However, over-control is not effective.Evidence from Research | 39
Page 1 and 2: Exploring Effective Pedagogy inPrim
Page 3 and 4: About the AuthorsProfessor Iram Sir
Page 5 and 6: ContentsForeword - by Dylan WiliamE
Page 7 and 8: That is why the Effective Pre-Schoo
Page 9 and 10: Executive SummaryBackgroundThis pub
Page 11 and 12: some there was incomplete data; onl
Page 13 and 14: Personalised teaching and learningT
Page 15 and 16: 1Pedagogy: TheInternational Perspec
Page 17 and 18: The work of SER scholars provided p
Page 19 and 20: The TIMSS study is very clear about
Page 21 and 22: Given that pedagogy is fundamentall
Page 23 and 24: The methodsThe EPPSE study is uniqu
Page 25 and 26: The case studies of practice were c
Page 27 and 28: The full findings of this associate
Page 29 and 30: Group C: Poor Schools: Low academic
Page 31 and 32: The initial analyses of the observe
Page 33 and 34: • Routines are very efficient - h
Page 35 and 36: 3. HomeworkThe EPPSE 3-14 study sho
Page 37 and 38: • Supportive approach with high e
Page 39 and 40: • Only one very minor disagreemen
Page 41 and 42: Children in highly effective school
Page 43 and 44: • Teacher is very aware of childr
Page 45 and 46: Another example demonstrates clear
Page 47 and 48: 10. Assessment for Learning (AfL)As
Page 49 and 50: She was able to offer a little feed
Page 51: It is highly likely that good organ
Page 55 and 56: All of the above could be researche
Page 57 and 58: Claxton, G. & Carr, M. (2004). A Fr
Page 59 and 60: Gorard, S. (2010b). Serious doubts
Page 61 and 62: OECD Organisation for Economic Co-o
Page 63 and 64: Sammons, P., Sylva, K., Melhuish, E
Page 65 and 66: Veenam, S., Denessen, E., van den A
Page 67 and 68: Child social behaviour - Social int
Page 69 and 70: Appendix 2: Complete List of School
Page 71 and 72: Appendix 2: Complete List of School

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