TDTS pupils reported having more discussions and doing less writing in science lessons, in line with the TDTS model¶

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? Intervention schools' pupils reported more discussion and less writing in science lessons than control schools' pupils, matching the intended TDTS approach. → Pam Hanley 2015

Evidence¶

Pam Hanley 2015¶

Pam Hanley, Robert Slavin, Louise Elliott. (2015). Thinking, Doing, Talking Science: Evaluation report and Executive summary. Education Endowment Foundation. http://www.isrctn.com/ISRCTN54969918

q2 · i? · causal · r2

School-level paired comparison of attitude survey items in the RCT; descriptive only, no effect size printed. Items on having discussions and doing writing favoured intervention schools, while copying from the board showed no difference between pairs.

"The direction of the response suggested intervention schools were having more discussions and doing less writing in science, in accordance with the TDTS model (a lthough there was no difference between the pairs of schools for the likelihood of copying off the board)."

Discussion¶

Related Claims¶

• TDTS teachers reported using more practical work, discussion and thinking time, but little difference in confidence and no more literacy–numeracy linking — 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