Evaluation of "Renaissance Learning" Mathematics and Reading Programs in UK Specialist and Feeder Schools. Final Report, 2006

Autor/inn/en	Rudd, Peter; Wade, Pauline
Institution	National Foundation for Educational Research
Titel	Evaluation of "Renaissance Learning" Mathematics and Reading Programs in UK Specialist and Feeder Schools. Final Report, 2006
Quelle	(2006), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Programs; Research Reports; Educational Research; Research and Development Centers; Foreign Countries; Matched Groups; Standardized Tests; Interviews; Teacher Attitudes; Academic Achievement; Achievement Gains; Program Implementation; Program Evaluation; Mathematics Achievement; Reading Achievement; Reading Improvement; Improvement Programs; Performance Factors; United Kingdom (London) + Suchen Sie Ihr Suchwort? Research report; Forschungsbericht; Bildungsforschung; Pädagogische Forschung; Forschungszentrum; Ausland; Standadised tests; Standardisierter Test; Interviewing; Interviewtechnik; Lehrerverhalten; Schulleistung; Achievement gain; Leistungssteigerung; Programme evaluation; Programmevaluation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Effizienzsteigerung; Leistungsindikator
Abstract	In 2005-6 a team from the NFER carried out an evaluation of the implementation of Renaissance Learning mathematics and reading programs in selected Specialist (secondary) and feeder (primary) schools in London. The research involved matching schools implementing the programs (14 "treatment" schools) with 7 similar schools where the program was not being implemented. Standardised tests were carried out with one or two classes of pupils in each school. Eight teachers using the programs were interviewed. The key finding regarding pupil attainment was that the most significant improvements in test scores occurred in primary reading and secondary mathematics schools. In primary mathematics and secondary reading schools, the findings are less conclusive, though there are many reasons, as to why this might be so. Staff interviewees agreed that one of the most significant strengths of the Renaissance Learning programs was that they motivated pupils. Pupils responded well to being in charge of their own rate of progress and seeing that progress confirmed. Pupils and teachers also liked the "instant feedback" that the programs gave. All the interviewees said that they would recommend the use of the program to colleagues in their own and other schools. (Contains 15 footnotes and 39 tables.) (ERIC).
Anmerkungen	National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10