Cooperative learning in science: intervention in the secondary school

The use of cooperative learning in secondary school is reported – an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12–14 years in nine secondary schools, taught by 12 self‐selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self‐esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre‐test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications.     

Lectura conjunta: Una poderosa técnica al servicio de los padres

Es ya un lugar común en la literatura sobre el fracaso escolar el reconocer la gran importancia que tienen los denominados «factores extraescolares» (léase fundamentalmente familiares en las primeras etapas de la vida de un niño) en la incidencia del fracaso. Pero sólo recientemente está calando en nuestro país la idea de que hay que pasar de la mera exposición de hechos ya conocidos a la acción educativa directa. Así, se sabe desde hace tiempo que los lectores no se hacen en la escuela, sino en el hogar. Como también se sabe que la escuela tiene un papel inexcusable en la consolidación y en la creación de buenos lectores. Gran Bretaña ha sido sin duda un país pionero en la identificación de esos hechos y en la búsqueda de soluciones que pongan a trabajar a todos los sectores implicados en los problemas educativos: este artículo es un ejemplo del potencial educativo del trabajo conjunto de padre y maestros en la enseñanza de la lectura. Brinda no sólo una técnica concreta para abordar ese trabajo, sino la filosofía—derivada del decisivo informe Bullock sobre el lenguaje—que aglutinó en Gran Bretaña a un importante núcleo de investigadores y educadores en torno a la puesta en marcha de programas educativos urgentes en los que la escuela es sólo co-protagonista en el reparto de responsabilidades.     

Effective literacy teaching behaviours

There is much current interest in the identification of effective programmes for raising literacy standards. However, the effectiveness of such programmes might vary greatly according to implementation integrity and the preferred teaching styles or behaviours of teachers. This research explored whether highly effective teachers of literacy used teaching behaviours that were independent of any specific programme, whether these were consistent between teachers and different literacy teaching contexts, and whether teacher perceptions corresponded with observations of their behaviour. Five teachers were selected on the basis of high pupil literacy attainment and expert nomination, and observed during shared reading and general literacy teaching contexts. These highly effective literacy teachers tended to utilise similar teaching behaviours, but they did not utilise all behaviours thought to be associated with pupil achievement. Additionally, they utilised effective behaviours more in shared reading sessions than in general literacy sessions. Thus even these highly effective literacy teachers had room for improvement. To some extent the teachers were actually using more complex behaviours than they reported perceiving. They did not appear to perceive their behavioural variation between contexts, nor any under‐use of other effective teaching behaviours. The implications for professional practice, professional development and future research are explored.     

Effects of group work training on science attainment in rural and urban schools

This study investigated the effects of collaborative group work skills training on pupil attainment in science. Twenty‐four experimental classes were drawn from schools in rural and urban settings. Pupils in experimental classrooms engaged in general group work skills training and two structured group work activities in science. Attainment was assessed using the Performance Indicators in Primary Schools (PIPS) instrument. Significant gains in science attainment were observed in the experimental urban and rural classes. Significant changes in observed group work behaviours were observed in both urban and rural classes. Changes in group work behaviour were correlated to increased science attainment. The implications for practice, policy and future research are explored.     

Computerized assessment of independent reading: Effects of implementation quality on achievement gain

This study elaborates the “what works?” question by exploring the effects of variability in program implementation quality on achievement. Particularly, the effects on achievement of computerized assessment of reading were investigated, analyzing data on 51,000 students in Grades 1 – 12 who read over 3 million books. When minimum implementation quality criteria were met, the positive effect of computerized assessment was higher in the earlier grades and for lower achievement students. Implementation quality tended to decline at higher grade levels. With higher implementation quality, reading achievement gains were higher for students of all levels of achievement and across all grades, but especially in the higher grades. Very high gains and effect sizes were evident with very high implementation quality, particularly in Grades 1 – 4. Implications for practice, the interpretation of research, and policy are noted.     

Tutoring in mathematics: a generic method

A pilot study is reported of a generic method for tutoring in mathematics, intended to be suitable for use by peers, parents and volunteers in a wide range of applications. Thirty children aged 9–10 years of below average mathematical ability were randomly allocated to experimental or control conditions. Experimental tutees (n=17) were tutored in mathematical problem solving at home by their parent(s) using the method, while control children (n=13) received traditional maths problem homework. Pre‐ and post‐test assessment of both groups involved a criterion‐referenced mathematics test in parallel forms and a scale of attitudes to mathematics. Experimental tutors completed a pre‐test questionnaire on attitudes to mathematics and home‐school links, and experimental tutees and tutors engaged in a post‐test debriefing interview. On the attainment test, the experimental group gained significantly, while the control group did not. Male tutees gained more than females. No significant pre‐post differences were evident on the tutee attitude questionnaire. However, interview feedback from both tutees and tutors was generally positive. Given the brevity of the pre‐ to post‐test interval, the finding of positive differences in attainment was considered encouraging. Recommendations for future research were made.