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    ABSTRACT: This paper deliberates the quality of existing evidence on educational school-based interventions aiming to improve pupils’ attainment. An overall picture as well as more specific examples derived from the “Sutton Trust-Education Endowment Foundation (EEF) Teaching and Learning Toolkit” will be discussed presenting different cases and versions of the Toolkit (Early Years Toolkit). The main sources of studies are meta-analyses and systematic reviews with quantitative data, where they have enough information for the calculation of effect sizes (ES). This is an ongoing project; so some representative finding will be discussed providing a best estimate of what is likely to be beneficial in a number of areas of educational practice.
    No preview · Article · Feb 2016 · Procedia - Social and Behavioral Sciences
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    ABSTRACT: There is evidence that learners may adopt different kinds of achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance. In higher education, this evidence has mainly come from young people who have recently gone straight from secondary education to higher education. However, higher education is increasingly populated by older students, and it has been theorised that the relationship between goals and achievement might be very different for adult learners. The aim of the present study was to examine whether the relationships between achievement, drop-out rate, and goal orientation observed for non-adult populations are mirrored in adult learners. The Achievement Goal Questionnaire (AGQ) was administered to adult learners taking courses by distance learning. Respondents were 195 men and 586 women between the ages of 19 and 87. The results confirmed the reliability of the 2 × 2 version of the AGQ for this distinctive population. As in previous studies of younger students, mastery-approach goals were unrelated to attainment, performance-approach goals tended to facilitate attainment, and performance-avoidance goals tended to impair attainment. In addition, mastery-avoidance goals tended to impair students' attainment and also increased the likelihood that they would drop out of their course altogether. The achievement-goal framework is as appropriate for understanding influences on attainment in adult learners as it is in younger students. Adult learners may be more sensitive to the deleterious effects of adopting mastery-avoidance achievement goals.
    Full-text · Article · Dec 2013 · British Journal of Educational Psychology
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    ABSTRACT: Developing fluency and flexibility in mathematics is a key goal of upper primary schooling, however, while fluency can be developed with practice, designing activities that support the development of flexibility is more difficult. Drawing on concepts of adaptive expertise, we developed a task for a multi-touch classroom, NumberNet, that aimed to support both fluency and flexibility. Results from a quasi-experimental study of 86 students (44 using NumberNet, 42 using a paper-based comparison activity) indicated that all students increased in fluency after completing these activities, while students who used NumberNet also increased in flexibility. Video analysis of the NumberNet groups indicate that the opportunity to collaborate, and learn from other groups' expressions, may have supported this increase in flexibility. The final phase of the task suggests future possibilities for engaging students in mathematical discourse to further support the development of mathematical adaptive expertise. Open access publication.
    Full-text · Article · Jun 2013 · Learning and Instruction
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