Teachers perceived Quest as overly prescriptive, with too much material for a 50–60 minute lesson and insufficient writing opportunities, but valued its texts and co-operative learning¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers' perceived weaknesses were over-prescription, lesson plans containing too much material for a standard 50 or 60-minute period, and insufficient writing opportunities. → Quest: Evaluation report and Executive summary 2015 q2 i? Teachers were positive about the range of books and digital texts and about the co-operative learning structure, particularly teamwork and discussion. → Quest: Evaluation report and Executive summary 2015 (2)

Evidence¶

Quest: Evaluation report and Executive summary 2015¶

Quest: Evaluation report and Executive summary. (2015). Education Endowment Foundation. https://eric.ed.gov/?id=ED581287

q2 · i? · causal · r2

Process evaluation findings from teacher surveys and interviews. One teacher interviewed said: 'We didn't ever really get guidance as to how to get the whole of the Quest lesson into a lesson.'

"The perceived weaknesses of Quest according to teachers were: that it was overly prescriptive; that the lesson plans contained too much material to be covered in a standard 50 or 60-minute school period; and that it contained insufficient writing opportunities."

Quest: Evaluation report and Executive summary 2015 (2)¶

Quest: Evaluation report and Executive summary. (2015). Education Endowment Foundation. https://eric.ed.gov/?id=ED581287

q2 · i? · causal · r2

Process evaluation survey and interview findings; positive feedback was also provided on the range of books and digital texts, although these could be improved for 'lower ability' sets.

"On the whole, teachers were also positive about Quest's co-operative learning structure (particularly the teamwork and opportunities for discussion)."

Discussion¶

Related Claims¶

• Some SQU ELT trainers used prescriptive practices contrary to reflective preparation: telling trainees how to teach (74.2% agreement), restricting lesson planning to the teachers guide (53.4%), and training them to teach only the national textbook (66.8%) — related
• Scaffolding must be balanced: too little led to confusion and overload, while too much reduced opportunities for critical thinking — related
• An article on narrative inquiry asserts, without data, that teachers' internal drive rather than top-down prescriptions leads to the most successful change in educational practice — related
• Using instructional resources reduced the number of teaching periods needed for some Art lessons — related