Some tutors, particularly those less experienced with groups of primary school children, needed more guidance, and some strings workshops struggled to keep pupils on task¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The process evaluation found that tutors with less experience of teaching groups of primary school children needed more guidance on how to run sessions. → Sarah Haywood 2015 q2 i? Related concerns arose that in some strings workshops it was a struggle to keep students on task. → Sarah Haywood 2015 (2)

Evidence¶

Sarah Haywood 2015¶

Sarah Haywood, Julia Griggs, Cheryl Lloyd, Stephen Morris, Zsolt Kiss, Amy Skipp. (2015). Creative Futures: Act, Sing, Play Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581247

q2 · i? · causal · r3

Qualitative case-study process evaluation in five schools, using observations of strings sessions and in-depth interviews with tutors and class teachers analysed with Framework. The report attributes the guidance need to tutors' limited experience "teaching groups of primary school children".

"However, the process evaluation suggested that some tutors —particularly those with less experience of teaching groups of primary school children— needed more guidance on how to run their sessions."

Sarah Haywood 2015 (2)¶

Sarah Haywood, Julia Griggs, Cheryl Lloyd, Stephen Morris, Zsolt Kiss, Amy Skipp. (2015). Creative Futures: Act, Sing, Play Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581247

q2 · i? · causal · r3

From the same process evaluation, the report links the guidance need to engagement problems: "in some of the strings workshops, it was a struggle to keep students on task". This concern was noted as not necessarily typical.

"This led to related concerns that in some of the strings workshops, it was a struggle to keep students on task."

Discussion¶

Related Claims¶

• Music workshops (strings and singing combined) showed no greater impact on maths attainment than drama workshops in a large pupil-level RCT — related
• Some students struggled to use Ecree's and MI Write's automated feedback — a broader claim this one bears on
• Some SRSD students, particularly those with poor working memory, struggled to implement the planning strategies they were taught — related
• Experienced teachers can deduce student engagement profiles from visual observation, while beginning teachers struggle — related
• Expert teachers show expertise-related eye movement patterns in some classroom tasks but not others, indicating task and context specificity — related
• Participating schools were positive about the tuition and keen to work with the Tutor Trust again, and staff saw a need for more affordable high-quality tuition — related