Teachers and pupils reported that P4C benefited wider outcomes such as confidence to speak, listening, and self-esteem¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers and pupils generally reported a belief that P4C had a beneficial impact on pupils' confidence to speak, patience when listening to others, and self-esteem. → Gorard et al. 2015

Evidence¶

Gorard et al. 2015¶

Stephen Gorard, Nadia Siddiqui and Beng Huat See. (2015). Philosophy for Children: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581147

q2 · i? · causal · r2

Process-evaluation evidence from informal interviews during 30 evaluator visits to treatment schools and observations of eight P4C sessions; these are perceptions, not tested outcomes. Some teachers also perceived positive impacts on classroom engagement and pupils asking more questions across all lessons.

"Feedback from teachers and pupils also suggested a belief that P4C had a beneficial impact on wider outcomes such as pupils' confidence to speak, patience when listening to others, and self-esteem."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• TAs and coordinators reported improved pupil confidence, engagement and willingness to attempt numeracy problems during the intervention — related
• P4C effects on Cognitive Abilities Test scores were mixed by starting year group, with only a small overall improvement — related
• A year of weekly P4C improved Key Stage 2 progress in reading and maths relative to business-as-usual — related
• Successful program completion increased participants' self-confidence, self-esteem, and autonomy, which aided their settlement and integration into Canadian society — related
• TDTS teachers reported more positive views of pupils' ability and engagement, and judged the approach beneficial across the ability range including pupils with special educational needs — related
• Teachers reported increased confidence reading aloud and willingness to choose more difficult books as proxy indicators of improved reading — a narrower finding that bears on this claim
• Participating staff held positive perceptions of Switch-on, reporting increased pupil confidence, motivation and interest in reading — related
• Participating schools highly valued Dialogic Teaching, with teachers reporting positive effects on pupil engagement and confidence — related
• Teachers observed that cooperative learning boosted participation, confidence, and motivation, including among weak and shy students — related
• Staff in participating schools reported improvements in children's spoken language, listening, narrative skills, vocabulary and confidence, attributing them to the small-group format and engaging content — related