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

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ForewordAs the world gets more and more complex, as more and more jobs are automated or areundertaken in countries with lower labour costs, higher educational achievement is increasinglybecoming a necessity rather than an optional extra. Higher achievement for all students is thekey to every country’s future prosperity, and, for individuals, it is becoming essential just to makesense of the world, let alone to finding fulfilling work.Of course this was realised by some many years ago. In 1975, Jan Tinbergen, winner of the 1969Nobel Memorial Prize for Economics, spoke of “a race between education and technology”and for at least 40 years, many people have been trying to understand the factors that areassociated with successful outcomes for schooling. The first generation of school effectivenessresearch focused on the characteristics of effective schools, but of course for some schools theirsuccess is more to do with the students they recruit than the quality of the education beingprovided. This was a key argument of the second generation of school effectiveness researchers,who pointed out that demographic factors account for most of the variation in studentachievement in most countries. However, in recent years, there has been a growing consensusthat successful outcomes for school students depend, more than anything else, on what happensinside classrooms. School leadership is important, but mostly because effective leaders createthe circumstances in which teachers continue to learn and develop.This new third generation of school effectiveness research looks more at the “how” than the“what” of school improvement. How is it that some schools are more effective in educatingtheir students than other schools that are similar in terms of resources, intake and so on? Thedifficulty with such research is that it is very difficult to do well. Large-scale studies can lookat inputs and outputs, and in England the quality of the data available on student achievementmeans that we can carry out these analyses for the whole national cohort. The problem is thatdata on the processes of education in schools at the national level is rather thin, and, worse,seems to explain very little.At the other extreme, we have many high-quality, small-scale, almost “ethnographic” studies,which provide detailed information about a small number of classrooms, and which can suggestfactors that might be important, but of course generalising from these small samples is risky.i | Exploring Effective Pedagogy in Primary Schools
That is why the Effective Pre-School, Primary and Secondary Education (EPPSE) study is soimportant. It is a large-scale and mainly quantitative study, following a cohort of over 3,000students from before they enrolled in school through to the end of compulsory education, usingmeasures of student achievement to identify the schools in which students make most progress.However, the study complements the quantitative analysis with hundreds of hours of classroomobservation to characterise the most effective practices in classrooms. Moreover, becausethe study uses well-validated observation methods, we can be sure that the observations arenot subjective impressions but robust evidence of what is happening in successful, and not sosuccessful, classrooms. Finally, because the research has been conducted by some of the world’sleaders in this area of research, we can trust their findings.The result is an extraordinary compendium of what works best in helping children learn inclassrooms, synthesised into 11 easily understood strategies, and illuminated by copious extractsfrom the actual fieldwork notes of those involved in the research. Everyone who wants tounderstand, and improve, primary school classrooms needs to read, and act on, this report.Dylan WiliamEmeritus Professor of Educational Assessment, Institute of Education, University of LondonEvidence from Research | ii
Page 1 and 2: Exploring Effective Pedagogy inPrim
Page 3 and 4: About the AuthorsProfessor Iram Sir
Page 5: ContentsForeword - by Dylan WiliamE
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 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
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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
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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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Pearson-Exploring-Effective-Pedagogy-in-Primary-Schools

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