School engagement with the interventions was low, and the passive or active nature of support was not the key determinant of engagement¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Just over four in ten of the 540 intervention schools did not engage, and only four in ten engaged as much as or more than expected. → Lord et al. 2017 q2 i? Teachers engaged where materials or support were accessible and relevant; passive versus active support did not appear to be the key determinant of engagement. → Lord et al. 2017 (2)

Evidence¶

Lord et al. 2017¶

Pippa Lord, Adam Rabiasz, Palak Roy, Jennie Harland, Ben Styles, Katherine Fowler. (2017). Evidence-based literacy support: the 'Literacy Octopus' trial — Evaluation report and executive summary. Education Endowment Foundation. http://www.isrctn.com/ISRCTN84508118

q2 · i? · causal · r2

Monitoring-data analysis of engagement across the 540 intervention schools, categorised against providers' expected levels of engagement. Six out of ten schools did not engage to the level expected, although a small proportion engaged more than expected, for example by hosting CPD sessions.

"Monitoring data showed that schools' levels of engagement with the interventions were relatively low: just over four in ten of the 540 interventio n schools did not engage , and only four in ten engaged as much as, or more than, was expected."

Lord et al. 2017 (2)¶

Pippa Lord, Adam Rabiasz, Palak Roy, Jennie Harland, Ben Styles, Katherine Fowler. (2017). Evidence-based literacy support: the 'Literacy Octopus' trial — Evaluation report and executive summary. Education Endowment Foundation. http://www.isrctn.com/ISRCTN84508118

q2 · i? · qualitative · r?

Process-evaluation finding from monitoring data, observations, interviews and case studies on why schools engaged. Stated reasons for not engaging included lack of time, timing and location of events, and a preference for face-to-face support rather than online or remote formats only.

"Teachers engaged where they felt the materials or support were communicated in an accessible way (such as posters that were easy to display, or easy event location) and that the content of materials was relevant (for example, linked to an existing need)."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Chess lessons were less effective when the class teacher did not actively take part in the intervention — related
• Classroom observations in an affluent district found most teachers did not use deeper-learning strategies, with students passively listening to lectures — related