Successful implementation of classroom chess lessons required tutors with strong class management and teaching skills¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Where tutors lacked strong class management and teaching skills, it was difficult to ensure all children were suitably engaged in chess lessons. → Jerrim et al. 2016

Evidence¶

Jerrim et al. 2016¶

John Jerrim, Lindsey Macmillan, John Micklewright, Mary Sawtell and Meg Wiggins. (2016). Chess in Schools: Evaluation report and executive summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/library/chess-in-schools-protocol/

q2 · i? · qualitative · r?

Process evaluation finding from lesson observations, stakeholder interviews and surveys. Chess tutors were chess specialists who did not necessarily have a teaching background, and improving their teaching skills emerged as a key area for intervention improvement.

"Although a current school teacher is allocated to every chess class, it is desirable for the tutors themselves to have strong class management and teaching skills. Without these, it was difficult to ensure that all children were suitably engaged in the chess lessons."

Discussion¶

Related Claims¶

• Chess lessons were less effective when the class teacher did not actively take part in the intervention — related
• Teachers rated fostering student engagement as the most difficult DL teaching practice, below class management and teaching strategies — related
• Mentee participation in a school-wide positive behaviour support program (Program Achieve) enabled confident implementation of learned strategies in other lessons — related