Literaturnachweis - Detailanzeige
| Autor/inn/en | Torgerson, David; Torgerson, Carole; Jefferson, Laura; Buckley, Hannah; Ainsworth, Hannah; Heaps, Clare; Mitchell, Natasha |
|---|---|
| Institution | Education Endowment Foundation (EEF) (United Kingdom); University of York (United Kingdom); Durham University (United Kingdom) |
| Titel | Discover Summer School: Evaluation Report and Executive Summary |
| Quelle | (2014), (57 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Summer Programs; Reading Skills; Writing Skills; Low Achievement; English Instruction; Elementary School Students; Foreign Countries; Comparative Analysis; Program Evaluation; Program Effectiveness; Randomized Controlled Trials; Costs; Student Attitudes; Reading Tests; Writing Tests; Scores; Statistical Analysis; Intervention; Pretests Posttests; United Kingdom (London) |
| Abstract | The Discover Summer School was a four-week programme which aimed to improve the reading and writing skills of children during the summer between Year 6 and Year 7. The programme was targeted at pupils who had been predicted to achieve below Level 4b in English by the end of Key Stage 2. Pupils meeting the eligibility criteria for the study, and due to transition from Year 6 to Year 7 in 2013, were recruited through 29 primary schools in proximity to the Discover Children's Story Centre in Stratford, London, in July and August 2013. The study involved 124 pupils from 29 local schools, of whom 76 were randomly selected to attend the summer school; the remaining 48 formed a comparison group. This evaluation was set up as an efficacy trial. An individually randomised controlled trial design was employed to compare outcomes for pupils attending the summer school with outcomes for pupils in a "business as usual" comparison group who did not attend. The evaluation was unable to provide a secure estimate of the programme's impact on reading or writing attainment, due to the low number of pupils who took part and the problems with testing. The programme was relatively expensive compared to other literacy catch-up approaches delivered in the normal school year. Given the relative cost of the programme, even if the indicative impact which was detected had been secure, as a way of improving academic outcomes other approaches are likely to be more cost-effective. Participating pupils enjoyed the programme and were engaged by the literacy workshops and the enrichment activities. The specific challenges of pupil recruitment, attendance, and test completion experienced should be considered prior to undertaking any further evaluations of summer schools. [Dr. Taeko Becque contributed to the writing of the statistical analysis plan appended to this report.] (ERIC). |
| Anmerkungen | Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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