Literaturnachweis - Detailanzeige
| Autor/inn/en | Lord, Pippa; Bradshaw, Sally; Stevens, Eleanor; Styles, Ben |
|---|---|
| Institution | Education Endowment Foundation (EEF) (United Kingdom); National Foundation for Educational Research (NFER) (United Kingdom) |
| Titel | Perry Beeches Coaching Programme: Evaluation Report and Executive Summary |
| Quelle | (2015), (54 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Reading Skills; Writing Skills; Coaching (Performance); Secondary School Students; Foreign Countries; Low Achievement; Program Evaluation; Program Effectiveness; Randomized Controlled Trials; Pretests Posttests; Observation; Interviews; Regression (Statistics); Student Characteristics; Spelling; Grammar; Intervention; Statistical Analysis; United Kingdom (England) |
| Abstract | 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 that pupils would only receive one to one support, and that all coaches would be graduates. However, in practice pupils received a range of targeted support that varied between schools and most, but not all, coaches were graduates. The programme built on a successful pilot in Perry Beeches Academy in Birmingham, and the school co-ordinated the project across participating schools. The approach was based on a one to one coaching programme used in Match Charter School in Boston, USA. This project sought to assess the impact of the programme on the academic outcomes of 186 students who were offered support during the 2013-2014 school year. The study was funded by the Education Endowment Foundation as one of 24 projects in a themed round on literacy catch-up at the primary--secondary transition. Projects funded within this round aimed to identify effective ways to support pupils not achieving level 4 in English at the end of Key Stage 2. Key conclusions include: (1) The programme had a positive impact on pupils' attainment in reading, spelling and grammar, equivalent to approximately five additional months' progress. The evaluation did not seek to prove that the approach would work in all schools, but did identify strong evidence of promise; (2) The programme had a similar effect for pupils eligible for free school meals as for their peers; (3) There was considerable variation in the way that the initiative was delivered across the four schools. Pupils received a mixture of one to one and small group support, but the frequency and duration of sessions ranged widely between schools and students. There was also variation in the training and supervision coaches received; (4) Coaches felt that pupils engaged well with the variety of sessions and that both one to one and small group work was beneficial. However, it was not possible to identify the precise contribution of one to one sessions and greater definition of the approach may be required were the approach to be trialled in a larger number of schools; and (5) The cost of the programme was high compared to other literacy catch-up approaches--including those delivered one to one--due to the salary costs of coaches and the intensity of support provided. (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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