Process evaluation found that poor behaviour and lack of pupil engagement spoiled delivery of some sessions and may have contributed to the lack of impact¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Observations and staff interviews revealed behavioural problems and disengagement, with deliverers reporting time lost to managing behaviour and pupils viewing sessions as undesirable. → Styles 2014

Evidence¶

Styles 2014¶

Styles, B., Clarkson, R., & Fowler, K. (2014). Chatterbooks: Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581155

q2 · i? · causal · r2

Process evaluation based on observations of intervention sessions, telephone interviews with four deliverers, review of training materials and tutor logs. Deliverers reported that time spent managing behaviour meant not all required activities could be delivered, and some pupils saw sessions as a 'doss session'.

"From the observations and interviews with staff in the process evaluation, a lack of engagement and poor behaviour spoiled the delivery of some sessions. This may have contributed to the lack of impact in the intervention."

Discussion¶

Related Claims¶

• 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 — related
• Student disengagement in adaptive learning platforms is linked to technical problems, boredom with long or irrelevant content, insufficient challenge and feedback, and declining engagement over time — related
• Coaches reported that pupils engaged well with the variety of coaching sessions and found both one-to-one and small group work beneficial — reports the opposite
• Process evaluation found that session timing, pupil resentment and poor behaviour undermined engagement in Rhythm for Reading sessions — a narrower finding that bears on this claim
• SMART Spaces was feasibly delivered in English schools, with teachers reporting faithful delivery and positive engagement — reports the opposite
• The process evaluation found ThinkForward feasible to deliver, with teachers reporting benefits for intervention pupils' behaviour — reports the opposite
• Implementation fidelity of Switch-on was compromised in some schools, with modifications to prescribed content, duration and format of sessions — related