Lessons learned from statistical reform efforts in other disciplines

Compelling arguments for reform of statistical practices have been made in many disciplines, in some cases over several decades, but achieving reform has proved difficult. We discuss how reform has progressed—or not progressed—in psychology, medicine, and ecology and describe case studies of attempts by pioneering journal editors to change statistical practices. Lessons for those seeking reform in education include the need to recognize the importance of journal editors and of provision of articles, books, and software that give practical guidance to researchers wishing to use the recommended statistical techniques. Research is required on recommended techniques so that statistical practice can become evidence based. Also, improvement in statistical practice should be encouraged along with improvement in the way a discipline theorizes. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 441–449, 2007.     

Feedback codes and action plans: building the capacity of first-year students to apply feedback to a scientific report

Effective feedback can build self-assessment skills in students so that they become more competent and confident to identify and self-correct weaknesses in their work. In this study, we trialled a feedback code as part of an integrated programme of formative and summative assessment tasks, which provided feedback to first-year students on their initial attempt at a scientific biology report. We investigated the students’ perceptions of the feedback code and associated action plan exercise, and found that the code provided the majority of students with clear feedback, whilst the action plan provided a tool for decoding and interpreting the feedback and ensuring errors were not repeated in a subsequent report. We argue that a feedback code can be a valuable inclusion in a wider programme of feedback provision particularly when it is supported by activities that require students to engage with the codes and feed that learning forward to subsequent tasks.     

Evaluating the outcomes and implementation of a TaMHS (Targeting Mental Health in Schools) project in four West Midlands (UK) schools using activity theory

Government guidance in 2008 endorsed the “Targeting Mental Health in Schools” (TaMHS) agenda, which sets out to promote mental health in schools through the delivery of universal and targeted interventions. This paper initially defines mental health and outlines the TaMHS initiative. It then offers empirical findings from four focus groups with schools who took part in the TaMHS initiative in one local authority. Socio-cultural activity theory is used as an analytic framework to explore perceived outcomes of TaMHS, as well as providing insight into the processes of TaMHS implementation. Data were analysed using thematic analysis. Findings are consistent with existing literature and suggest positive outcomes for children, staff and the whole-school system. Implications for the role of educational psychologists in continuing to promote mental health in schools and considerations for effective implementation are discussed.     

Developing reading comprehension with moving image narratives

This paper reports the findings from a small-scale exploratory study that investigated how moving-image narratives might enable children to develop transferable reading comprehension strategies. Using short, animated, narrative films, 28 primary-aged children engaged in a 10-week programme that included the explicit instruction of comprehension strategies in small-group settings. Baseline and final data relating to children’s reading accuracy, rate and comprehension of written texts were gathered using a standardised reading assessment. Findings show that children’s reading comprehension scores showed significant improvement after the programme. Furthermore, reading accuracy scores also improved beyond expected levels even though no decoding of written words had occurred in the programme. While further research is needed, these findings offer a challenge to models of reading that potentially over-simplify the complex relationship between the word recognition and comprehension. More importantly, the findings point at the importance of using alternatives to written texts within the reading curriculum.     

Every voice matters: evaluating residential provision at a special school

This article, written by Fiona Hallett, pathway leader for the inclusion and special educational needs masters programmes at Edge Hill University, Graham Hallett, senior lecturer for special educational needs and inclusion at the University of Cumbria, and Mary McAteer, programme leader for an M level professional development programme at Edge Hill University, presents the findings of an evaluative report on the review of residential provision at an identified community special school. Within this review, a consultation was undertaken with parents and pupils to assist in shaping policy and practice, and the main focus of this study is to evaluate the effectiveness of that process. By using an evaluative case study approach, it was hoped to document the chronological narrative of the consultation process and offer recommendations as to the effectiveness of participation in this instance. The authors conclude that the qualitative features seen by pupils and parents as having the greatest value suggest a need for high quality, accessible social care, rather than for curricular led, educational residential provision. Fiona Hallett, Graham Hallett and Mary McAteer's critique of the consultation process raises issues relating to the complexities of eliciting a valid pupil perspective. In addition, the authors express concerns about the general conduct of the review regarding bias, validity and the absence of staff voice.     

Telling Tales - Finding the Words: What do Storytellers say about Children and Stories?

Storytelling is one of the oldest forms of education. The National Oracy Project and the National Curriculum's emphasis on Speaking and Listening have given fresh relevance to this ancient practice. Meanwhile, storytelling as an art form is experiencing a revival in Britain. This article reports on the views of storytellers on children's work with stories, and offers many ideas to teachers on effective ways to tap into the oral tradition.