PLC was implemented in different ways and with different levels of understanding across schools, and was judged not ready for a large-scale trial¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The process evaluation (interviews and observations) found the programme was implemented inconsistently across schools, and concluded it is not ready for a full-scale trial without further development and clearer definition. → Cinzia Rienzo 2016 q2 i? Stated implementation barriers included no resource pack or manual, lack of time, lead teachers lacking whole-school authority, and teacher concerns about losing class control. → Cinzia Rienzo 2016 (2)

Evidence¶

Cinzia Rienzo 2016¶

Cinzia Rienzo, Heather Rolfe and David Wilkinson. (2016). Powerful Learning Conversations: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581274

q2 · i? · qualitative · r2

Qualitative process evaluation using a framework approach: NIESR interviews with eight staff in four intervention schools, attendance at training events, YST training surveys, and Exeter University visit reports to all nine intervention schools.

"Interviews and observations with teachers found the programme was implemented in different ways and with different levels of understanding in different schools ."

Cinzia Rienzo 2016 (2)¶

Cinzia Rienzo, Heather Rolfe and David Wilkinson. (2016). Powerful Learning Conversations: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581274

q2 · i? · qualitative · r?

Process-evaluation findings on delivery barriers: absence of a resource manual, insufficient definition of the distinctive features of sports feedback, lack of time as an additional activity, limited lead-teacher authority, and reported class-control concerns.

"Teachers were not provided with a pack of resources or manual to follow , and for some teachers this appears to have been a barr ier to delivery."

Discussion¶

Related Claims¶

• Schools combined the three intervention components with considerable variation, and the evaluators concluded the programme would have benefited from a pilot stage — possibly the same claim (merge candidate)
• Teachers perceived Literacy Plus and Sounds-Write as less appropriate or less essential than VEIP, with Sounds-Write aimed at a younger audience than Year 7 — related
• Consistent participation in a cross-grade, cross-school professional learning community supported PKTP implementation and teacher learning — related
• The Vocabulary Enrichment Full Programme showed no statistically significant impact on Year 7 pupils' reading ability in a pupil-randomised controlled trial — related