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

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The IEO (Stipek)Instructional Environment Observations Scale (IEO) (Stipek)Researchers using the IEO observed one complete literacy and numeracy lesson. There arefour main areas of this instrument: General Classroom Management and Climate Scales for bothsubjects, General Instruction Scales for both subjects and Mathematical Instruction Scales forNumeracy, and Reading / Writing Instruction Scales for Literacy.Literacy1. Classroom climate2. Classroom routines3. Cross-disciplinary connections4. Linkage to life beyond the classroom5. Social support for student learning6. Student engagement7. Reading as meaning making8. Basic skills developmentin the context of reading9. Higher order thinking in writing10. Purposeful development of writing skills11. Instructional conversationsNumeracy1. Classroom climate2. Classroom routines3. Cross-disciplinary connections4. Linkage to life beyond the classroom5. Social support for student learning6. Student engagement7. Use of maths analysis8. Depth of knowledge and studentunderstanding9. Basic skill development in the contextof problem solving10. Maths discourse and communication11. Locus of maths authority54 | Exploring Effective Pedagogy in Primary Schools
Appendix 2: Complete List of SchoolsSchool IEO COS-5 Maths ResidualScoreEnglish ResidualScore% Pupils Eligiblefor FSMHigh Academic Effectiveness, Good Quality PedagogyS01 3 5 3 4 0.00S02 3 3 5 4 21.62S03 2 5 4 4 31.51S04 3 4 3 4 30.80S05 3 4 3 5 15.94S06 3 3 5 3 2.94S07 3 4 3 4 18.30S08 3 4 4 4 11.84S12 3 3 3 4 30.66S13 3 4 4 3 49.13Medium Academic Effectiveness, Medium Quality PedagogyS25 2 3 3 3 7.19S26 2 3 3 3 11.41S27 2 3 3 3 5.19S28 2 3 3 3 2.53S29 2 3 3 3 18.50S30 2 3 3 3 35.19S31 2 3 3 3 15.00S32 2 3 3 3 9.01S36 2 3 3 3 13.74Low Academic Effectiveness, Poor Quality PedagogyS73 1 3 2 3 7.63S74 2 3 2 2 10.39S75 2 3 2 2 39.13S76 1 1 1 2 53.11S77 2 1 2 2 12.31S78 2 1 3 2 12.63S79 2 3 2 2 59.61S80 1 2 2 1 40.38S81 1 1 2 3 15.04S82 1 1 3 2 15.68Continued on next pageEvidence from Research | 55
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Exploring Effective Pedagogy inPrim
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About the AuthorsProfessor Iram Sir
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ContentsForeword - by Dylan WiliamE
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That is why the Effective Pre-Schoo
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Executive SummaryBackgroundThis pub
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some there was incomplete data; onl
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Personalised teaching and learningT
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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 and 52: It is highly likely that good organ
Page 53 and 54: Also, although the large amounts of
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: Child social behaviour - Social int
Page 71 and 72: Appendix 2: Complete List of School
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