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Wheater, Rebecca; Rose, Susan; Ager, Robert; Liht, Jose; Styles, Ben; Twist, Liz – Education Endowment Foundation, 2022
This is a longitudinal study that follows the youngest school-age children affected by the COVID-19 pandemic over time to understand the long-term impact of the partial school closure on pupils' attainment (reading and maths) and social skills, and on the gap between the attainment of disadvantaged and non-disadvantaged children. The research,…
Descriptors: COVID-19, Pandemics, School Closing, Academic Achievement
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Rose, Susan; Badr, Karim; Fletcher, Lydia; Paxman, Tara; Lord, Pippa; Rutt, Simon; Styles, Ben; Twist, Liz – Education Endowment Foundation, 2021
This study investigated the impact of school closures for COVID-19 on the attainment of pupils in Key Stage 1 in reading and math, and on the gap between the attainment of disadvantaged and non-disadvantaged children. It explored pupils' attainment compared with pre-pandemic samples, as well as any changes in attainment over the course of the…
Descriptors: School Closing, COVID-19, Pandemics, Educational Attainment
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Worth, Jack; Sizmur, Juliet; Walker, Matthew; Bradshaw, Sally; Styles, Ben – Education Endowment Foundation, 2017
The Teacher Observation intervention aimed to improve teacher effectiveness through structured peer observation. Teachers observe and are observed by their peers a number of times over the course of two years. It was delivered by the Centre for Market and Public Organisation (CMPO) at the University of Bristol. CMPO researchers trained lead…
Descriptors: Teacher Effectiveness, Observation, Peer Evaluation, Teacher Evaluation
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Lord, Pippa; Rabiasz, Adam; Styles, Ben – Education Endowment Foundation, 2017
The "'Literacy Octopus' Dissemination Trial" aimed to test the impact on pupil outcomes of disseminating research summaries and evidence-based resources to schools. The materials aimed to support teaching and learning of Key Stage 2 literacy and were created by leading organisations with experience of engaging schools in evidence use.…
Descriptors: Formative Evaluation, Program Evaluation, Educational Resources, Information Dissemination
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Lord, Pippa; Rabiasz, Adam; Roy, Palak; Harland, Jennie; Styles, Ben; Fowler, Katherine – Education Endowment Foundation, 2017
The Evidence-based Literacy Support-"Literacy Octopus" Trial tested a range of dissemination interventions and resources, all of which aimed to engage schools in using evidence-based materials to improve teaching and learning in Key Stage 2 literacy. Four delivery partners provided interventions. These included light-touch,…
Descriptors: Evidence Based Practice, Literacy, Intervention, Educational Resources
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Worth, Jack; Sizmur, Juliet; Ager, Rob; Styles, Ben – Education Endowment Foundation, 2015
The project, "Oxford Improving Numeracy and Literacy Programme," was delivered by Oxford University Department of Education. This evaluation tested two different initiatives with Year 2 children: "Mathematics and Reasoning" and "Literacy and Morphemes." The "Mathematics and Reasoning" programme aimed to…
Descriptors: Foreign Countries, Numeracy, Program Evaluation, Elementary School Mathematics
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Lord, Pippa; Bradshaw, Sally; Stevens, Eleanor; Styles, Ben – Education Endowment Foundation, 2015
The Perry Beeches Coaching Programme aimed to improve the reading and writing skills of Year 7 pupils with low levels of attainment in four English secondary schools. Across the project, 16 coaches were employed to provide academic support to pupils who had not reached level 4c in English at the end of Key Stage 2. Originally it had been intended…
Descriptors: Reading Skills, Writing Skills, Coaching (Performance), Secondary School Students
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Styles, Ben; Stevens, Eleanor; Bradshaw, Sally; Clarkson, Rebecca – Education Endowment Foundation, 2014
The Vocabulary Enrichment Full Programme combined three existing programmes--the Vocabulary Enrichment Intervention Programme (VEIP), Sounds-Write and Literacy Plus--and aimed to improve the reading abilities of pupils in Year 7. VEIP is a structured scheme that teaches children new words and encourages them to use these words in speaking and…
Descriptors: Vocabulary Development, Enrichment Activities, Teaching Methods, Foreign Countries
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Styles, Ben; Clarkson, Rebecca; Fowler, Katherine – Education Endowment Foundation, 2014
This National Foundation for Educational Research (NFER) report has been produced for the Education Endowment Foundation and its evaluation of the Chatterbooks reading scheme. Chatterbooks is an extracurricular reading initiative, developed by the Reading Agency, that aims to increase a child's motivation to read by providing tools and resources…
Descriptors: Extracurricular Activities, Reading Programs, Reading Motivation, Recreational Reading
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Styles, Ben; Clarkson, Rebecca; Fowler, Katherine – Education Endowment Foundation, 2014
Rhythm for Reading is a programme which aims to improve children's reading ability by taking part in rhythm-based exercises such as stamping, clapping and chanting, while reading musical notation. The intervention builds on the evidence of a link between the natural rhythm and phrasing of prose and intuitive reading comprehension. Rhythm for…
Descriptors: Randomized Controlled Trials, Foreign Countries, Reading Programs, Reading Instruction