This document provides a summary of a study that compares pedagogical approaches in early childhood education between England and other countries like Japan, France, Germany, Denmark, and New Zealand. Some of the key findings are that England's pedagogy emphasizes play, age-appropriateness, and flexible approaches. Research also suggests that no single pedagogical approach leads to better outcomes, and that interactions between adults and children and play-based learning are most effective. Countries differ in implementation due to cultural and historical contexts, but generally advocate similar child-centered mixed approaches.
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
1) The study uses a randomized controlled trial to test whether incentivizing students and teachers to adopt a self-study routine using classroom textbooks at home can improve student achievement in the Democratic Republic of Congo.
2) Treatment schools saw test score gains of 0.307 standard deviations in French but no significant gains in math. The intervention also increased the likelihood students took their end-of-year national exam by 10 percentage points.
3) The routine leveraged existing educational materials to encourage more efficient self-study at home, providing a potentially low-cost strategy for improving learning outcomes in resource-constrained settings.
Including students with intellectual disabilities in the general education cl...Janet Van Heck
This document discusses including students with intellectual disabilities in general education classrooms. It examines several key areas: laws governing special education, access to the general curriculum, behavior modification techniques, social skills instruction, teachers' opinions, and student/parent attitudes. Behavior modification techniques like embedded instruction and chained tasks can help students learn skills needed for inclusion. Social skills are also critical for classroom participation and interaction. While many teachers support inclusion, they feel they need more support staff. Overall inclusion provides benefits but requires supports and accommodations be put in place.
Implementing assessment of inquiry skills in science educationSails-project
Poster: Implemening assessment of inquiry skills in science education. Perspectives from Denmark by Morten Rask Petersen. Laboratory for Coherent Education and Learning, University of Southern Denmark
In the context of the SAILS project
http://www.sails-project.eu/
The document describes a randomized controlled trial that evaluated the effectiveness of a systemic school-based intervention called Marte Meo and Coordination Meetings (MAC) compared to service as usual (SAU) in reducing disruptive behavior problems among children aged 3-12. The MAC intervention included coordination meetings between school and family and Marte Meo video feedback support for teachers. Teachers' and parents' ratings of children's behavior were collected before and after the interventions. The trial found that MAC was more effective than SAU at reducing disruptive behaviors based on teachers' reports, but both interventions had an equal effect according to parents' reports. The MAC intervention shows promise as an approach to support children's development and reduce behavior problems in school
The effective teaching of mathematics a review of researchDaniel Muijs
The article reviews research on effective mathematics teaching from three bodies of knowledge: American research, British research, and OfSTED findings in the UK. The research finds many common characteristics of effective teaching, including high opportunity to learn, an academic orientation, effective classroom management, high teacher expectations, and heavily interactive whole-class teaching. A key American program that implemented these principles saw impressive gains in student achievement. The findings have informed policies like the UK's National Numeracy Strategy.
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
1) The study uses a randomized controlled trial to test whether incentivizing students and teachers to adopt a self-study routine using classroom textbooks at home can improve student achievement in the Democratic Republic of Congo.
2) Treatment schools saw test score gains of 0.307 standard deviations in French but no significant gains in math. The intervention also increased the likelihood students took their end-of-year national exam by 10 percentage points.
3) The routine leveraged existing educational materials to encourage more efficient self-study at home, providing a potentially low-cost strategy for improving learning outcomes in resource-constrained settings.
Including students with intellectual disabilities in the general education cl...Janet Van Heck
This document discusses including students with intellectual disabilities in general education classrooms. It examines several key areas: laws governing special education, access to the general curriculum, behavior modification techniques, social skills instruction, teachers' opinions, and student/parent attitudes. Behavior modification techniques like embedded instruction and chained tasks can help students learn skills needed for inclusion. Social skills are also critical for classroom participation and interaction. While many teachers support inclusion, they feel they need more support staff. Overall inclusion provides benefits but requires supports and accommodations be put in place.
Implementing assessment of inquiry skills in science educationSails-project
Poster: Implemening assessment of inquiry skills in science education. Perspectives from Denmark by Morten Rask Petersen. Laboratory for Coherent Education and Learning, University of Southern Denmark
In the context of the SAILS project
http://www.sails-project.eu/
The document describes a randomized controlled trial that evaluated the effectiveness of a systemic school-based intervention called Marte Meo and Coordination Meetings (MAC) compared to service as usual (SAU) in reducing disruptive behavior problems among children aged 3-12. The MAC intervention included coordination meetings between school and family and Marte Meo video feedback support for teachers. Teachers' and parents' ratings of children's behavior were collected before and after the interventions. The trial found that MAC was more effective than SAU at reducing disruptive behaviors based on teachers' reports, but both interventions had an equal effect according to parents' reports. The MAC intervention shows promise as an approach to support children's development and reduce behavior problems in school
The effective teaching of mathematics a review of researchDaniel Muijs
The article reviews research on effective mathematics teaching from three bodies of knowledge: American research, British research, and OfSTED findings in the UK. The research finds many common characteristics of effective teaching, including high opportunity to learn, an academic orientation, effective classroom management, high teacher expectations, and heavily interactive whole-class teaching. A key American program that implemented these principles saw impressive gains in student achievement. The findings have informed policies like the UK's National Numeracy Strategy.
What Makes an Effective Science Lesson FinalScott Shaw
This document discusses metrics for measuring the effectiveness of science lessons. It argues that an appropriate metric is the uptake of girls in further science studies, as this allows girls to fulfill their potential. However, others object that societal factors outside of lessons influence subject choices. While some choices are made early, research shows classroom lessons also play a role. The document then discusses pedagogical approaches aimed at supporting girls in science, including encouraging social interaction, collaboration, creativity and problem solving, to develop confidence and foster learning.
COMPETENCY- BASED SCIENCE NAT - VI INTERVENTION PROGRAM: ACTION RESEARCHDeped Tagum City
This document outlines a study on a science competency-based intervention program for 6th grade students at Union Elementary School. It includes an introduction discussing the background and problem statement, as well as the objectives, scope, definitions, methodology, results and discussion, conclusion, and recommendations. The study aimed to investigate the effects of the intervention program on students' science test performance. Research showed that students achieved and exceeded the 75% baseline required by the Department of Education on test scores after the program. The intervention program was found to be effective regardless of students' age or gender.
This document summarizes a research paper that examines the effect of increased teacher pay on student performance in the Netherlands. The paper uses a difference-in-differences design to compare schools located inside and outside the Randstad region, where schools inside received higher teacher pay raises due to a new policy. The analysis found mixed results, with some cases showing higher pay increased performance and others showing it decreased performance. Interestingly, the effect was more often positive for higher education levels and more often negative for lower education levels.
Outcome-based education (OBE) aims to shift the focus of schools from content to students and their mastery of predetermined outcomes. Proponents argue it will ensure all students succeed, build on each success, and allow schools to control conditions of success by customizing education to each student's abilities. However, critics fear it could undermine academic rigor and parental authority by prioritizing attitudes and behaviors over knowledge and giving schools control over defining student outcomes. Implementing transformational OBE, with abstract outcomes like being collaborative workers, may especially promote political agendas in conflict with parents' values. Overall, OBE remains controversial due to questions around its effectiveness and influence on curriculum and students.
An evidence-based guideline to assist volunteers in working with at-risk chil...CEBaP_rkv
This document describes the development of an evidence-based guideline to assist volunteers in selecting effective activities for at-risk children in preschool and primary school. The authors conducted a systematic review which identified 8 reviews and 37 studies. They developed recommendations for activities based on the evidence quality and practical considerations. Seven activities were recommended for preschoolers, including book reading, road safety games, number games, and playing with blocks. Two activities were recommended for primary school children: reading books and poetry. The guideline aims to help volunteers choose interventions that provide maximum benefits to at-risk children.
A system wide turnaround transformational blueprint(schooling) National FORUM...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief (Since 1983) See: www.nationalforum.com
Challenges in ensuring quality of preschool education - Jan Peeters, Ghent Un...unicefmne
Podgorica, Montenegro, 27 October, 2015 - Presentation from the international conference "Quality, inclusion and innovations – foundations for the future" organized by UNICEF and the Ministry of Education.
This document summarizes a study on parental participation in student homework in Kenya. The study found that although parents were willing to be involved, many socioeconomic factors hindered their participation, including illiteracy and low income. Homework was often incomplete or not done at all, and students were punished as a result. The lack of a clear homework policy in Kenya contributed to these issues. The study concluded that developing an inclusive homework policy that considers socioeconomic and cultural factors could help address these problems and improve student learning outcomes.
This document summarizes a study that evaluated the impact of a professional learning course on supporting autistic learners in further education (FE) in Wales. The study collected data from teachers and lecturers who completed the Postgraduate Certificate in Autism course. It found that the course helped develop educators' understanding of supporting autistic learners, especially around transitions into and out of college. It also identified key areas of effective practice, such as learner participation and independence, as well as areas for improvement like appropriate learning spaces and student-centered support. Interviews further revealed that the course confirmed existing knowledge and understanding of differences for autistic learners, and that professional identities influence what is learned.
(1) The study examined the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional instruction. (2) The treatment group used semantic mapping and multiple exposures while the comparison group used traditional definition-based instruction. (3) Results showed the treatment group had significantly higher gains from pre-to-posttest and higher knowledge ratings, indicating concept mapping and multiple exposures were more effective for learning vocabulary.
Implementing the new competence development model for schools: University Ne...EduSkills OECD
Norway has started to implement a new competence development model that sets out to develop teacher professionalism with in-service
professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools.
The OECD supports countries in bridging the gap between policy design and effective implementation. The university network workshop aims to further discuss and refine the implementation strategy of the new competence development model for schools. To this end, the OECD team is presenting the conclusions of the initial OECD policy assessment (“Improving school quality in Norway”), and organising discussions on the concept of quality for professional development within the new model, and the associated indicators to monitor both the implementation process and the anchoring in local practices of the new model.
How can School/Home Connections Be Improved To Ensure Student Success In Asse...s0127912
This document presents Rebecca Savage's investigation into how school/home connections can be improved to ensure student success in assessment. It explores the importance of school/home connections for student achievement and the community. Surveys found that most educators, students, and parents feel connections need improving, and communicating via text was the preferred method. Theoretical frameworks on parent-teacher relationships and Bronfenbrenner's ecological systems are discussed. A 2002 research project using technology to enhance home-school connections is also referenced.
This document discusses the concept of "social pedagogy" as it is used in continental Europe to describe a holistic approach to working with children and young people across services. Social pedagogy focuses on supporting a child's overall development through personal relationships, sees the child as a whole person connected to others, and informs related policy, training, practice and theory. Some key principles of social pedagogic practice include focusing on the child as a whole person, the practitioner seeing themselves in relationship with the child, and emphasizing teamwork and community involvement in "bringing up" children. The personal, relational approach of social pedagogy is emphasized in training where developing sound values and attitudes is as important as acquiring skills
The document discusses challenges facing the education of foster children in Ireland from the perspectives of teachers and principals. It finds that the school may be the only constant for foster children and the teacher-student relationship resembles a counselor-client bond. There are also systemic barriers that prevent engagement with stakeholders. Overall, relationships between foster children and their various stakeholders need to be strengthened with a focus on education to help foster children succeed.
This document discusses pedagogy, a holistic approach to working with children that focuses on their overall development. It summarizes research on pedagogic models in Europe and argues that adopting aspects of pedagogy could benefit children's services in England. Key points include:
1) Pedagogy views children holistically and practitioners work to support children's mental, physical, and social development through relationship-building.
2) European countries integrate pedagogy into policy, training, practice, and theory across children's services. Practitioners receive broad university training emphasizing reflection and practical skills.
3) Adopting pedagogic principles could provide coherence to England's changing children's services framework
Attachment Aware Schools Working With Families To Enhance Parental Engagemen...Laurie Smith
This document summarizes findings from the Attachment Aware Schools pilot project, which aimed to improve educational outcomes for vulnerable children through building supportive home-school relationships and parental engagement. The project trained school staff in attachment theory and strategies like emotion coaching. Case studies of 10 children illustrated positive outcomes like improved behavior, family dynamics, and home-school relationships. The project provides an example of how attachment-informed approaches in schools can facilitate collaborative partnerships between home and school to benefit at-risk children.
2016 Oomen Can career teachers support parents in helping their childAnnemarie Oomen
1) The document discusses a study on the additional competencies needed by career teachers/leaders to support parents in their child's career development and education planning. Six Dutch career teachers participated in designing and implementing a four-session parent-involved career intervention.
2) The career teachers found their existing practice differed in that they previously had no insight into parents' actual questions and contact was limited. Additional competencies identified included knowledge of parent roles, designing interactive sessions, and an attitude of empathy for parents' needs.
3) Tutors and teachers also need competencies to cooperate with career teachers in supporting parents and students, requiring renewed organizational agreements.
1. The document discusses the concept of social pedagogy as it is practiced in some European countries. Social pedagogy takes a holistic approach to working with children and views practitioners primarily as pedagogues rather than being defined by their job titles.
2. Key aspects of social pedagogy include its focus on the whole child, personal relationships between practitioner and child, and practitioners reflecting on their practice. Training for pedagogues includes theoretical, practical and creative elements to prepare them for direct work with children.
3. Adopting aspects of social pedagogy could provide benefits for social policy, training and education of the children's workforce, and outcomes for children and parents in areas like
What Makes an Effective Science Lesson FinalScott Shaw
This document discusses metrics for measuring the effectiveness of science lessons. It argues that an appropriate metric is the uptake of girls in further science studies, as this allows girls to fulfill their potential. However, others object that societal factors outside of lessons influence subject choices. While some choices are made early, research shows classroom lessons also play a role. The document then discusses pedagogical approaches aimed at supporting girls in science, including encouraging social interaction, collaboration, creativity and problem solving, to develop confidence and foster learning.
COMPETENCY- BASED SCIENCE NAT - VI INTERVENTION PROGRAM: ACTION RESEARCHDeped Tagum City
This document outlines a study on a science competency-based intervention program for 6th grade students at Union Elementary School. It includes an introduction discussing the background and problem statement, as well as the objectives, scope, definitions, methodology, results and discussion, conclusion, and recommendations. The study aimed to investigate the effects of the intervention program on students' science test performance. Research showed that students achieved and exceeded the 75% baseline required by the Department of Education on test scores after the program. The intervention program was found to be effective regardless of students' age or gender.
This document summarizes a research paper that examines the effect of increased teacher pay on student performance in the Netherlands. The paper uses a difference-in-differences design to compare schools located inside and outside the Randstad region, where schools inside received higher teacher pay raises due to a new policy. The analysis found mixed results, with some cases showing higher pay increased performance and others showing it decreased performance. Interestingly, the effect was more often positive for higher education levels and more often negative for lower education levels.
Outcome-based education (OBE) aims to shift the focus of schools from content to students and their mastery of predetermined outcomes. Proponents argue it will ensure all students succeed, build on each success, and allow schools to control conditions of success by customizing education to each student's abilities. However, critics fear it could undermine academic rigor and parental authority by prioritizing attitudes and behaviors over knowledge and giving schools control over defining student outcomes. Implementing transformational OBE, with abstract outcomes like being collaborative workers, may especially promote political agendas in conflict with parents' values. Overall, OBE remains controversial due to questions around its effectiveness and influence on curriculum and students.
An evidence-based guideline to assist volunteers in working with at-risk chil...CEBaP_rkv
This document describes the development of an evidence-based guideline to assist volunteers in selecting effective activities for at-risk children in preschool and primary school. The authors conducted a systematic review which identified 8 reviews and 37 studies. They developed recommendations for activities based on the evidence quality and practical considerations. Seven activities were recommended for preschoolers, including book reading, road safety games, number games, and playing with blocks. Two activities were recommended for primary school children: reading books and poetry. The guideline aims to help volunteers choose interventions that provide maximum benefits to at-risk children.
A system wide turnaround transformational blueprint(schooling) National FORUM...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief (Since 1983) See: www.nationalforum.com
Challenges in ensuring quality of preschool education - Jan Peeters, Ghent Un...unicefmne
Podgorica, Montenegro, 27 October, 2015 - Presentation from the international conference "Quality, inclusion and innovations – foundations for the future" organized by UNICEF and the Ministry of Education.
This document summarizes a study on parental participation in student homework in Kenya. The study found that although parents were willing to be involved, many socioeconomic factors hindered their participation, including illiteracy and low income. Homework was often incomplete or not done at all, and students were punished as a result. The lack of a clear homework policy in Kenya contributed to these issues. The study concluded that developing an inclusive homework policy that considers socioeconomic and cultural factors could help address these problems and improve student learning outcomes.
This document summarizes a study that evaluated the impact of a professional learning course on supporting autistic learners in further education (FE) in Wales. The study collected data from teachers and lecturers who completed the Postgraduate Certificate in Autism course. It found that the course helped develop educators' understanding of supporting autistic learners, especially around transitions into and out of college. It also identified key areas of effective practice, such as learner participation and independence, as well as areas for improvement like appropriate learning spaces and student-centered support. Interviews further revealed that the course confirmed existing knowledge and understanding of differences for autistic learners, and that professional identities influence what is learned.
(1) The study examined the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional instruction. (2) The treatment group used semantic mapping and multiple exposures while the comparison group used traditional definition-based instruction. (3) Results showed the treatment group had significantly higher gains from pre-to-posttest and higher knowledge ratings, indicating concept mapping and multiple exposures were more effective for learning vocabulary.
Implementing the new competence development model for schools: University Ne...EduSkills OECD
Norway has started to implement a new competence development model that sets out to develop teacher professionalism with in-service
professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools.
The OECD supports countries in bridging the gap between policy design and effective implementation. The university network workshop aims to further discuss and refine the implementation strategy of the new competence development model for schools. To this end, the OECD team is presenting the conclusions of the initial OECD policy assessment (“Improving school quality in Norway”), and organising discussions on the concept of quality for professional development within the new model, and the associated indicators to monitor both the implementation process and the anchoring in local practices of the new model.
How can School/Home Connections Be Improved To Ensure Student Success In Asse...s0127912
This document presents Rebecca Savage's investigation into how school/home connections can be improved to ensure student success in assessment. It explores the importance of school/home connections for student achievement and the community. Surveys found that most educators, students, and parents feel connections need improving, and communicating via text was the preferred method. Theoretical frameworks on parent-teacher relationships and Bronfenbrenner's ecological systems are discussed. A 2002 research project using technology to enhance home-school connections is also referenced.
This document discusses the concept of "social pedagogy" as it is used in continental Europe to describe a holistic approach to working with children and young people across services. Social pedagogy focuses on supporting a child's overall development through personal relationships, sees the child as a whole person connected to others, and informs related policy, training, practice and theory. Some key principles of social pedagogic practice include focusing on the child as a whole person, the practitioner seeing themselves in relationship with the child, and emphasizing teamwork and community involvement in "bringing up" children. The personal, relational approach of social pedagogy is emphasized in training where developing sound values and attitudes is as important as acquiring skills
The document discusses challenges facing the education of foster children in Ireland from the perspectives of teachers and principals. It finds that the school may be the only constant for foster children and the teacher-student relationship resembles a counselor-client bond. There are also systemic barriers that prevent engagement with stakeholders. Overall, relationships between foster children and their various stakeholders need to be strengthened with a focus on education to help foster children succeed.
This document discusses pedagogy, a holistic approach to working with children that focuses on their overall development. It summarizes research on pedagogic models in Europe and argues that adopting aspects of pedagogy could benefit children's services in England. Key points include:
1) Pedagogy views children holistically and practitioners work to support children's mental, physical, and social development through relationship-building.
2) European countries integrate pedagogy into policy, training, practice, and theory across children's services. Practitioners receive broad university training emphasizing reflection and practical skills.
3) Adopting pedagogic principles could provide coherence to England's changing children's services framework
Attachment Aware Schools Working With Families To Enhance Parental Engagemen...Laurie Smith
This document summarizes findings from the Attachment Aware Schools pilot project, which aimed to improve educational outcomes for vulnerable children through building supportive home-school relationships and parental engagement. The project trained school staff in attachment theory and strategies like emotion coaching. Case studies of 10 children illustrated positive outcomes like improved behavior, family dynamics, and home-school relationships. The project provides an example of how attachment-informed approaches in schools can facilitate collaborative partnerships between home and school to benefit at-risk children.
2016 Oomen Can career teachers support parents in helping their childAnnemarie Oomen
1) The document discusses a study on the additional competencies needed by career teachers/leaders to support parents in their child's career development and education planning. Six Dutch career teachers participated in designing and implementing a four-session parent-involved career intervention.
2) The career teachers found their existing practice differed in that they previously had no insight into parents' actual questions and contact was limited. Additional competencies identified included knowledge of parent roles, designing interactive sessions, and an attitude of empathy for parents' needs.
3) Tutors and teachers also need competencies to cooperate with career teachers in supporting parents and students, requiring renewed organizational agreements.
1. The document discusses the concept of social pedagogy as it is practiced in some European countries. Social pedagogy takes a holistic approach to working with children and views practitioners primarily as pedagogues rather than being defined by their job titles.
2. Key aspects of social pedagogy include its focus on the whole child, personal relationships between practitioner and child, and practitioners reflecting on their practice. Training for pedagogues includes theoretical, practical and creative elements to prepare them for direct work with children.
3. Adopting aspects of social pedagogy could provide benefits for social policy, training and education of the children's workforce, and outcomes for children and parents in areas like
Autism Spectrum Disorders Intervention Options For Parents And EducatorsJim Jimenez
The document provides an overview of intervention options for children with autism spectrum disorders, including educational interventions like special education services, behavioral interventions such as applied behavior analysis, and potential use of medication. It emphasizes the importance of collaboration between parents and educators and individualizing interventions for each child's specific needs and strengths. The goal is to help children with ASD achieve the best possible outcomes through specialized support across home and school environments.
Mentor_submission to the Education Committee inquiry on PSHE and SREJamila Boughelaf
This document discusses the importance of Personal, Social, Health and Economic (PSHE) education in schools. It argues that PSHE should have statutory status to ensure it is properly prioritized and taught in all schools. It provides evidence that PSHE education improves educational outcomes, reduces risky behaviors, and yields long term social and economic benefits by developing students' life skills. The document recommends making PSHE a core subject within the Ofsted inspection framework and providing consistent training for PSHE teachers.
A Review Of Research On The Effects Of Early Childhood Education And Care (EC...Scott Faria
This document reviews international research on the impact of early childhood education and care (ECEC) on child development. It finds that high-quality ECEC is associated with benefits for children's development, especially for those from disadvantaged backgrounds. However, low-quality care can sometimes have negative effects. While research on preschool-aged children is consistent, evidence for younger children is more mixed, with some studies finding positive effects and others finding negative or null effects, depending on factors like quality of care and family background. The document provides a comprehensive overview of research from different countries and programs, finding both individual and societal benefits from high-quality ECEC.
Enhancing teacher preparation programme to minimize challenges of mentors in ...Alexander Decker
This document summarizes a study on enhancing teacher preparation programs to minimize challenges faced by mentors. It discusses challenges mentors faced such as lack of guidance for mentees. Interventions like mentor training and weekend meetings were implemented. Data collected before interventions showed issues like absenteeism and lack of materials. After interventions, mentors provided more support like lesson planning assistance. The study aimed to assess mentor roles and implement measures to improve the teacher preparation program effectiveness.
The document summarizes research on teaching children with complex learning difficulties and disabilities (CLDD). It describes a research project that developed resources to improve outcomes for these students. The project defined CLDD and found that numbers of students with complex needs are rising. It highlights the need for new, personalized pedagogical approaches to engage these learners, including curriculum calibration, pedagogical reconciliation, and innovative teaching strategies. The research developed an Engagement Profile and Scale tool and provides a case study example of how it was used successfully to increase a student's engagement in numeracy lessons through staged interventions.
This document provides background information on an exemplar that demonstrates effective teaching practices for writing. It summarizes a study that showed improved student outcomes when teachers focused on clearly explaining learning goals and ensuring students understood them. The exemplar contrasts classrooms where this was done well versus poorly. It also features a literacy facilitator who helped transform two teachers' ineffective practices into practices that dramatically improved student achievement in just four months by using collaborative inquiry and evidence to support teacher learning. The exemplar illustrates high-impact practices of feedback, teacher clarity, and scaffolding metacognitive strategies. It is based on research from New Zealand's Literacy Professional Development Project, which found that focusing on writing goals and success criteria can accelerate student progress, especially for
This study investigated starter activities for SEN students with literacy deficits. Researchers observed lessons with and without greetings/starters and found starters significantly increased engagement. They then observed one SEN class's responses to different subject starters. Questionnaires found students usually enjoyed and understood starters, though some asked for help. Interviews revealed students prefer practical, interactive starters over literacy-focused ones due to preconceptions about their skills. The researchers concluded starters are effective but should consider alternatives to literacy-focused activities for these students to fully engage them.
The document discusses early intervention strategies for at-risk students using a Response to Instruction and Intervention (RtI2) model. It outlines the key components of RtI2 including universal screening, high-quality instruction, evidence-based practices, and tiered interventions. Research shows RtI2 can improve academic performance for at-risk students and reduce disproportionate representation in special education when implemented effectively in general education.
The document summarizes the 2014 conference of TACTYC (The Association for the Professional Development of Early Years Educators). It provides details about the keynote speakers, workshops, and research presented at the conference. The conference focused on advocating for strong evidence to support early learning and included presentations on topics like two-year-olds in early childhood settings, reflective practice, speech and language development, and transitions to school. Over 135 delegates attended and provided positive feedback about the thought-provoking content and quality of the research shared at the event.
Dynamic Learning Program for Millennial Learnersijtsrd
This document summarizes a research study that evaluated the effectiveness of a Dynamic Learning Program (DLP) for improving grade 9 students' science process skills in Trinidad, Bohol, Philippines. 53 students participated in a quasi-experimental study where they took a pre-test before and post-test after learning modules on volcanoes, climate, and constellations using DLP. DLP is centered on student-led, activity-based learning. Results showed students scored significantly higher on post-tests for observing, communicating, classifying, inferring, and predicting skills, indicating DLP helped develop these skills. The study suggests DLP is an effective approach for engaging millennial learners in science by allowing independent, hands-
Feedback processes in online learning environments: main findings from EdOnline Research Group
Espasa, A.; Guasch, T.; Martínez Melo. M. & Mayordomo, R.
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
Rethinking Peer Apprenticeship Through the Acquisition of Compliance Skills i...ijtsrd
This empirical article reassessed peer apprenticeship as a cultural construct and how acquisition of compliance skills in Middle Childhood (6-11 Years) is guided by this construct. The main objective of this study was to investigate peer apprenticeship and the acquisition of compliance skills in middle childhood children. The purposive sampling technique was used to elect 75 participants that made up the sample of the study. The study employed a combination of primary and secondary data collection techniques. Primary techniques included field observations, and administration of questionnaire. The survey design was used to sample parents"™ and teachers"™ views while the quasi-experimental design was used for pupils. Analysis of findings revealed that; Peer apprenticeship influences the acquisition of compliance skills in children. This is evidence because the experimental group showed a significant improvement between the pre-test and post-test (P http://www.ijtsrd.com/medicine/physiology/18204/rethinking-peer-apprenticeship-through-the-acquisition-of-compliance-skills-in-middle-childhood-implications-for-cultural-socialisation-in-cameroon/dr-kumncho-eveline-neh
The document discusses pedagogical approaches for teaching environmental studies (EVS) at the primary stage. It outlines the learning objectives, curricular expectations, and learning outcomes for EVS. The document emphasizes using experiential and hands-on learning strategies like projects, discussions, experiments, surveys, role-playing, and sharing experiences to help children construct knowledge about their surroundings. It stresses facilitating learning through problem-solving rather than direct instruction and allowing children to explore, ask questions, and develop observation and critical thinking skills.
Similar to RB400_-_Early_years_pedagogy_and_policy_an_international_study (20)
1. Pedagogy in early childhood
education and care (ECEC): an
international comparative study of
approaches and policies
Research brief
July 2015
Stephanie Wall, consultant
Ineke Litjens, OECD
Miho Taguma, OECD
2. Contents
Background 3
Definition of Pedagogy 4
Key findings 4
England’s pedagogy has several strengths. 4
Research suggests that specific pedagogical approaches do not have better outcomes
than more general pedagogical ones. 5
Certain pedagogical practices can better stimulate children’s development. 5
England’s and other countries’ pedagogical practices differ due to large flexibility in
implementation. 6
Potential areas for reflection 7
2
3. Background
The debate about what constitutes effective pedagogy in ECEC has received increased
attention in recent years, due to the acknowledgement in recent research (such as in
Heckman, J.J. (2006), “Skill formation and the economics of investing in disadvantaged
children") that high quality early childhood education and care (ECEC) offers immense
opportunities for all children, regardless of background, to develop the cognitive and
social and emotional skills needed for their development, well-being and success in later
life. Many countries, including England, have expanded their ECEC services and
emphasised the educational potential of this sector through improvements to staff
qualifications, curricula and quality assurance processes.
This review aims to provide an improved understanding of the range of pedagogical
practices within early years' settings across the world, and the policies that impact the
choice and implementation of different pedagogies. Comparisons are made between the
pedagogical approaches in early years' settings in England and those in equivalent Early
Childhood Education and Care (ECEC) settings in: Japan, France, Germany, Denmark,
and New Zealand alongside discussion on how policy levers can be used to influence
current practice.
Three research methods were incorporated in the study. The latter two sources include
countries’ self-reported practices on monitoring quality and pedagogy.
A literature review on ECEC pedagogy conducted by researcher Dr. Yvonne
Anders, in which England is compared with Japan, France, Germany, Denmark,
and New Zealand;
An international OECD survey on countries’ monitoring of quality in ECEC1
;
A joint OECD-England international survey on pedagogy in ECEC2
.
The review begins by explaining why pedagogy is important and how it is defined; it then
describes variations in, and evidence for, pedagogical approaches in formal ECEC
settings this is followed by an overview of how pedagogy is monitored internationally;
finally, the report offers some insight into the policy levers that affect pedagogical
practice.
The full report is available to download from the OECD’s website at this link:
www.oecd.org/edu/school/early-childhood-education-and-care-pedagogy-review-england.pdf
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The following 24 countries responded to the survey on monitoring quality: Australia, Belgium – Flemish
Community, Belgium – French Community, Chile, Czech Republic, Finland, France, Germany, Ireland,
Italy, Japan, Kazakhstan, Korea, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Portugal,
Slovak Republic, Slovenia, Sweden, United Kingdom – England and United Kingdom – Scotland.
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The following 21 countries responded to the survey on pedagogy: Belgium – Flemish Community; Chile;
Denmark; Estonia; Finland; France; Hungary; Ireland; Israel; Italy; Japan; Kazakhstan; Korea; Luxembourg;
Mexico; New Zealand; Norway; Slovak Republic; Slovenia; Sweden; and United Kingdom – England.
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4. Definition of Pedagogy
Pedagogy relates to the “how”, or practice of educating. It refers to, “that set of
instructional techniques and strategies which enable learning to take place and provide
opportunities for the acquisition of knowledge, skills, attitudes and dispositions within a
particular social and material context. It refers to the interactive process between teacher
and learner and to the learning environment” (Siraj-Blatchford et al. 2002). It concerns
the “how” of adult and child interaction, whilst recognising that how children learn and
develop at this stage is not just subject to what is intended to be taught, but it is also of
particular importance how it is facilitated.
International studies recognise that children’s capabilities are shaped by the quality and
range of early experiences and interactions in both the home and ECEC environment.
Experiences of young children in ECEC settings are defined by process quality. Process
quality refers to the nature of the pedagogical interactions between ECEC staff and
children, as well as interactions between peers, and with their environment. Research
has shown these interactions and experiences are one of the most significant factors
explaining the effects of care and early education on children’s learning and
development.
Key findings
England’s pedagogy has several strengths. Firstly, England’s pedagogical approach,
as outlined in the curriculum, puts emphasis on age-appropriateness and play in
pedagogy, and encourages staff to employ different approaches and practices flexibly.
Secondly, along with Denmark, German Länder and New Zealand, England promotes
continuous child development for the whole ECEC age range due to implementation of
one over-arching curriculum framework. Thirdly, England has favourable staff-child ratios
in place that can positively impact pedagogy. The regulated number of children per
practitioner (or staff-child ratio) can influence how much time practitioners can spend per
child. With a higher number of children per staff, conditions for individualized attention
and interaction with children are less favourable. England and Finland have the most
favourable staff-child ratios in place for children below the age of three. England’s staff-
child ratio of 1:8 to 1:13 (depending on staff qualifications) for preschool-aged children
aged three and older is better than the OECD average, but less beneficial than New
Zealand’s ratio or the regulated ratio in many German Länder. Finally, there is a strong
monitoring system in place which even monitors process quality. Only England, German
Länder, and New Zealand monitor process quality or pedagogical quality in particular.
The scope of monitoring process quality in Germany and New Zealand is broader than in
England, including aspects such as the overall quality of teaching/instruction/caring;
relationships and interactions between staff and children; collaborations between staff
and parents, management, or between colleagues; pedagogy; and implementation of
curriculum by staff.
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5. Research suggests that specific pedagogical approaches do not have better
outcomes than more general pedagogical ones. In general, research has revealed a
mixed picture in terms of the impact on children’s outcomes of approaches with a specific
pedagogical programme, such as Montessori or Steiner. That said, it is necessary to
point out that research evidence and studies considering the exact same approaches in
the exact same context are very limited. Studies indicate that approaches that adhere
strictly to a specific type of pedagogy do not always result in better child outcomes
compared with programmes that take a less prescriptive approach. For instance,
evaluation of Developmentally Appropriate Practice (DAP) has found no direct effects on
academic outcomes, although it was found to have positive impacts on children's ability
to initiate and maintain interpersonal relations, and in the long-term on children's
motivation and interest in learning. Implementation of the Montessori approach
demonstrates greater gains in, for example, reading, math and social problem solving,
although the effectiveness is conditional on good implementation fidelity. Alternative
educational programmes such as Steiner and Freinet have been found to not be any
more effective in fostering children’s development than mainstream programmes.
England and the case study countries examined for this report do not adhere to one
certain pedagogical approach at national level. Different theories underpin or contribute
to countries’ pedagogical principles; policies and guidance are usually based on a
combination of ideas of well-known theorists, even if the links are not explicitly made. In
an international survey on pedagogy, the theories of Piaget and Vygotsky, for example,
are frequently mentioned to have influenced pedagogy and curriculum in England,
Germany, France and New Zealand. The Montessori approach has influenced pedagogy
in Germany and Japan, and the following theories or theorists have been of influence
elsewhere: Developmentally Appropriate Practice or DAP (Japan), Reggio Emilia
(Japan), Bronfenbrenner (New Zealand), Rogoff (New Zealand), Bruner (France), Freire
(Germany), Robinson (Germany) and Zimmer (Germany), as well as Humboldt
(Germany) and Fröbel (Germany).
In practice, settings can employ a combination of pedagogical approaches, since
countries do not subscribe to one exclusive approach at national level. Despite this
diversity in theories and practice, some pedagogical approaches can be thought of as
more common across OECD countries. A child-centred approach is popular and
implemented in England, Denmark and Germany. The constructivist/interactive approach
is also commonly practised (in England, France and Germany for instance). New Zealand
employs a pedagogical approach with a strong socio-cultural perspective. Less common
approaches tend to be implemented in just one country, such as the Theory of Three
activities used in Japan, which specifies three layers of activities that focus on children’s
free play, guided play and teacher-instructed play.
Certain pedagogical practices can better stimulate children’s development. Firstly,
research suggests that the quality of interactions between adults and children plays a
highly important role in stimulating early learning. In high quality interactions, adults are
genuinely interested in what the child is doing; adults are listening, are extending
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6. children's thoughts and knowledge (i.e. scaffolding), and implement sustained-shared
thinking methods where children co-construct meanings and interpretations of reality
together with supportive adults. In settings where sustained shared thinking was enacted
more frequently, children have been noted to make greater developmental progress.
Scaffolding-focused learning environments, where the practitioner only attempts to help
the child with tasks that are just beyond the child’s current capability, demonstrated
greater overall positive effects on children’s development compared to children placed in
more teacher-directed and child-centred environments.
Secondly, play-based learning is found to be a highly effective method in enhancing
children’s socio-emotional and academic development. Play has found to mostly
contribute to a child’s development when it is regarded as meaningful, i.e. has the explicit
purpose to learn a child something such as a puzzle or constructional materials.
Research indicates that unguided free play is often less effective in stimulating early
learning as compared to guided free play.
Different research findings suggest that, thirdly, pedagogy should neither be too staff-
directed or staff-focused with a high share of staff-initiated activities, or too child-centred
where children decide on the activities. While studies on staff-directed approaches have
revealed some advantages such as better letter and reading achievement, this approach
negatively affects children's motivation to learn. In France, it was found that highly
teacher-directed pedagogical practices were less effective. In Germany, the
implementation of a child-centred pedagogy, in combination with specific teacher-
managed activities and a high level of assistance, stimulates the development of
academic skills such as numeracy and literacy, and children also demonstrated higher
levels of well-being and motivation to learn. Research in the US also found that mixed
teacher- and child-managed activities are associated with alphabet and letter–word
growth, and purely child-managed experiences, including play, were associated with
vocabulary growth.
England’s and other countries’ pedagogical practices differ due to large flexibility
in implementation. Some form of pedagogical guidance is provided in or alongside the
national curriculum framework in all countries included in the study. Since countries have
different cultural and historical contexts, guidance on pedagogical approaches and
practices naturally differ. None of the case study countries practice one sole pedagogical
approach or practice because pedagogical approaches and practices are not explicitly
stipulated by the national government, but the decision on the pedagogical approach
(and practices) used, is decided at setting or staff level. Practitioners and settings are
free to choose the pedagogical practices they adhere to and implement (France being
the exception with more strict pedagogical guidance). Hence pedagogical approaches
are only guided by the countries, in order that practitioners adapt the curriculum and
pedagogical approaches to accommodate the needs of different children accordingly. But
some commonalities can be found.
Despite the large variety and flexibility in implementation of pedagogical practices, some
similarities can be found. Curricular guidance often advocates (structured) play-based
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7. learning (France being the exception with a less strong focus on play) and a mixed
method approach of child-centred and staff-initiating practices (Denmark and Germany
being the exceptions with a strong emphasis on child-initiated practices). In addition, all
countries indicate it is important to meet children’s individual needs, and they all have a
belief that children learn and develop in different ways. Hence, age- or developmentally
appropriateness is regarded as important in pedagogy.
In 2008, England developed a best practice guidance booklet based on research (the
Practice Guidance for the Early Years Foundation Stage (2008)). England’s child-centred
approach with a mix of pedagogical practices is reflected in the pedagogy guidance
document, which emphasises sustained shared thinking and scaffolding practices, where
the practitioner helps the child master a task or concept that the child is initially unable to
grasp independently and offers assistance with only those skills that are beyond the
child’s capability, as effective in stimulating early child development. England’s DfE is
one of few government departments to have based their national pedagogical guidance
for staff on practices which have been researched in their own country. New Zealand has
carried out something similar, although their best practices are listed as examples online.
Many other countries do not conduct any research on pedagogical effectiveness.
Potential areas for reflection
The potential areas for reflection for England include the importance of maintaining a
child-centred and developmentally appropriate approach while adapting practices to the
increasingly diverse needs of the ECEC population.
Research indicates that it is important that pedagogy remains child-centred, and
developmentally appropriate, with an emphasis on play-based learning. The
implementation of different curricula at different stages can affect whether this is
achieved. The Early Years Foundation Stage (EYFS) in England is distinct to the national
school curriculum and the transition between the two curricula is facilitated by the early
years curriculum being adopted in school reception classes for children aged four to five.
This helps children become familiar with school and more formal learning. Key Stage 1 is
the first part of the national school curriculum for children age five to seven, and this
stage introduces academic subjects more formally by building on what has been learnt in
the EYFS.
Further challenges for pedagogy include the diversification of the population in many
OECD countries. Because societies are becoming more diverse due to an increase in
immigrant children in ECEC and school settings who have different cultural and linguistic
backgrounds, early education practitioners need to be prepared to work with more
diverse groups of children, with different cultural, socio-economic and linguistic
backgrounds. As a result, pedagogies need to be adapted to the possibly diverse set of
needs of these children.
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