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

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Exploring Effective Pedagogy in Primary Schools:Evidence from ResearchTable of acronymsEPPEEPPE 3-11EPPSE 3-14andEPPSE 3-16EPPSEMCVASERIEATIMSSPIRLSPISAOECDSESIIMDEffective Provision of Pre-School Education. The first phase of thelongitudinal study, which ran from 1997 – 2003 (the pre-schoolperiod). This became EPPE 3-11 when the children went intoprimary school.Effective Pre-School and Primary Education. The second phase ofthe longitudinal study, which ran from 2003 – 2011 (the primaryschool period). This became EPPSE 3-14 when the children wentinto secondary school.Effective Pre-School, Primary and Secondary Education. The third(EPPSE 3-14) and fourth (EPPSE 3-16) phases of the longitudinalstudy, which ran from 2011 – 2014 (the secondary school period).Effective Primary Pedagogical Strategies in English and Maths.A sub-study of EPPE 3-11 that focused on practices in Year 5classrooms.Contextual Value Added. A statistical measure of academiceffectiveness – the difference between predicted and realattainment of pupils between two time points, for instanceprogress between age 7 (Key Stage 1) and 11 (Key Stage 2)in primary school.School Effectiveness ResearchInternational Association for the Evaluation of EducationalAchievementTrends in International Mathematics and Science StudyProgress in International Reading Literacy StudyProgramme for International Student AssessmentOrganisation for Economic Co-operation and DevelopmentSchool Effectiveness and School ImprovementIndex of Multiple Deprivationiii | Exploring Effective Pedagogy in Primary Schools
Executive SummaryBackgroundThis publication starts by mapping the growth and interest in global comparisons of the impactof education on children’s outcomes. It shows how international comparisons of schoolsystems, predicated on variations in outcomes and evidenced through league tables that positioncountries in relation to one another, provides insights into how effective (or not) their schoolsystems are.It maps how this interest in “systems” and what schools do led to an acute interest in howschools in successful education systems achieved their results. It details how the schooleffectiveness and improvement movements grew to investigate what kinds of structuresand processes within education lead to value-added educational systems. In particular, ithighlights the growing shift in interest from what education systems do to how they do it.This shift in interest, to educational processes that can create better child outcomes, underliesthe importance of understanding how teachers promote successful learning. This reportcontributes to the debate on what promotes effective schooling and adds to the growingwealth of international literature on this subject.The main evidence base for the pedagogy part of this publication is a study into primarypedagogy conducted as part of the Effective Pre-School, Primary and Secondary Education(EPPSE 3-16) research study. EPPSE is a large-scale, longitudinal, mixed-method research study(Sammons et al., 2005; Siraj-Blatchford et al., 2006) that has followed the progress of over3,000 children from the ages of 3 to 16 years (Sylva et al., 2010). The study Effective PrimaryPedagogical Strategies in English and Maths (EPPSEM) focused specifically on primary pedagogyin these two core subjects.Effective Pedagogical Strategies in English and MathsA continuing question for EPPSE was what influenceschildren’s outcomes and reduces inequality. Early phasesof the study (Sylva et al., 2008) showed that manybackground characteristics including parents’ socioeconomicstatus, their qualifications and the earlyHome Learning Environment (Melhuish et al., 2001,2008; Sammons et al., 2008a) are all positively andsignificantly related to children’s outcomes. Nonetheless,although background factors have powerful effects,education processes linked to pre-school quality and primaryschool effectiveness also positively shape children’s educational“educationprocesseslinked to pre-schoolquality and primaryschool effectivenessalso positively shapechildren’s educationaloutcomes”Evidence from Research | iv
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: That is why the Effective Pre-Schoo
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
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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