What difference do teachers make? A consideration of the wider outcomes of schooling

Gorard, Stephen

doi:10.1080/03323315.2013.773231

Cited by 6 publications

(4 citation statements)

References 20 publications

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“…Basically, if the situated changes are not reflected in standardized measures, this might imply that students are often assessed in ways that do not optimally reflect the change in their skills. The fact that learning gains emerge in transaction and that the quality of student-teacher interaction in schools is linked to improved learning is often overlooked (Barber and Moursched 2007;Gorard 2013). However, in daily practice, the knowledge and insights constructed in transaction with the context is what students need and use.…”

Section: Implications On Theory and Practicementioning

confidence: 99%

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The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

et al. 2017

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The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students' cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of thoughtprovoking questions. The intervention was put into practice in 10 upper-grade classrooms. The trajectory comprised four lessons, complemented with two premeasures and two postmeasures. The control condition consisted of 11 upper-grade teachers and their students. The success of the intervention was tested using an established standardized achievement test and situated measures. In this way, by means of premeasure and postmeasure questionnaires and video data, an assessment could be made of the change in students' scientific knowledge before, during, and after the intervention. In this study, we primarily focused on the dynamics of students' real-time expressions of scientific knowledge in the classroom. Important indicators of the effect of the intervention were found. Through focusing on the number of explanations and predictions, a significant increase could be seen in the proportion of students' utterances displaying scientific understanding in the intervention condition. In addition, students in the intervention condition more often reasoned on higher complexity levels than Res Sci Educ (2018)

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Section: Implications On Theory and Practicementioning

confidence: 99%

“…Educational quality is often assessed focusing on teacher characteristics and student learning outcomes (Gorard 2013). This may be so because teachers (and policy makers) often want to know the effects of innovative programs on the kinds of groupadministered standardized tests they are usually held accountable for.…”

Section: Implications On Theory and Practicementioning

confidence: 99%

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

et al. 2017

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“…The RCT, which this study preceded, adopted a pragmatic design, recommended for educational experimentation (Torgerson & Torgerson, 2008). There was inevitable sacrifice of some standardization for realism, expected to result in natural variability in delivery (Gorard, 2013). To enhance fidelity to treatment thereby reducing implementation variability during the RCT phase in schools, the "run-in" study designed in the development phase was particularly important.…”

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confidence: 99%

Using a Teacher Engagement Model During a Development Study to Facilitate Implementation of Large-Scale Peer Tutoring Randomized Controlled Trial

Cockerill¹

2019

Proceedings of the 2019 AERA Annual Meeting

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There is strong evidence that peer tutoring, as a form of cooperative learning, has positive impact on student outcomes. Despite the proven potential of peer tutoring interventions which can be effective at scale across wide geographic areas, evidence highlights variability in teacher implementation. A development study phase with teachers using a collaborative learning model was created to drive fidelity to treatment during the pragmatic randomized controlled trial phase that followed. The study used a model of teacher engagement with twelve teachers in three high schools in the United Kingdom during a peer tutoring development pilot with 295, 11 to 13-year-old students. Teachers engaged in research codesign grounded in social-interdependence theory to promote effective intervention and improved practice.

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“…While some scholars tend to focus on the effectiveness of school-level factors on academic performance, others perceive supportive and caring schooling environments as a set of complex arrangements that assist learners in their academic and socio-cultural development (Lizzio et al, 2002). However, there seems to be a consensus among authors that effective schools tend to create a safe and supportive environment, the main components of which include: academic, social and linguistic support for students; student-centred learning practices; effective shared leadership; supportive staff; positive social interactions between teachers and students; and parental involvement (Bradshaw et al, 2012;Gorard, 2013;Kitching, 2012). Such environments are likely to help to improve student outcomes, particularly in the case of newly-arrived migrant students and their parents, who need assistance in adapting to the new environment, culture, and academic practices.…”

Section: Introductionmentioning

confidence: 99%

‘Everybody is Available to Them’: Support Measures for Migrant Students in Irish Secondary Schools

Faas

Sokolowska

Darmody

2015

British Journal of Educational Studies

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Migration to Ireland is continuing, albeit at a much slower pace, and migrant children continue to have a strong presence in Irish schools. How well these students integrate into the Irish education system depends, at least partially, on the support measures the schools have put in place for them. This article draws on the results of a large-scale empirical study on academic and social support measures available in Irish secondary schools, and contributes to the debate on challenges, in terms of inclusivity, posed by immigration into Ireland. The paper discusses approaches taken at government and school level in addressing the needs of new arrivals, offering a comparative perspective of various support models in the EU. While there is a growing body of research on the experiences of migrant children and young people in schools, few previous studies have drawn on a nationally representative dataset and focussed specifically on the support measures migrant students can have access to.

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What difference do teachers make? A consideration of the wider outcomes of schooling

Cited by 6 publications

References 20 publications

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

Using a Teacher Engagement Model During a Development Study to Facilitate Implementation of Large-Scale Peer Tutoring Randomized Controlled Trial

‘Everybody is Available to Them’: Support Measures for Migrant Students in Irish Secondary Schools

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