READING
Programmes that work
reviews of existing evidence. A systematic US (seven maths programmes account for second most important predictor of a pupil’s
review is a summary of research that uses 83% of the market). Almost 40 schools were success (second only to the pupil’s previous
explicit methods to perform a literature assigned to the programmes randomly. The performance level). Interestingly, it also
search and critical appraisal of individual results showed that two of the programmes showed that it was not possible to identify
studies to identify those that are valid and were signifi cantly better than the others. good quality teachers on the basis of gender,
relevant. This enables us to understand age, education or experience (except for
clearly what we know already and what
We would not expect a
those having very low levels of experience).
needs to be investigated in the future. Good teachers can come in many forms.
There is an important role for evaluative
good doctor to prescribe
This makes sense when we think of
research to help us distinguish between
a particular medicine or
medicine, which, until quite recently, was
effective and ineffective programmes and
practices. Research often describes or
treatment because ‘that’s
not soundly built on evidence. A good
doctor should be professional, with good
evaluates a specifi c teaching practice, such what we’ve always done’ or communication skills and a thorough
as assessment or pacing, but does not
because it seemed to work.
understanding of the latest, best evidence
evaluate the implementation of programmes
and practices that form the larger building
We should expect better
in medicine. We would not expect a good
doctor to prescribe a particular medicine
blocks of the curriculum. So long as evidence that something or treatment because “that’s what we’ve
programmes include effective practices, the
works than tradition or
always done” or because a colleague has
reasoning goes, they must also be effective. just tried it on a patient and it seemed to
But this is a dangerous assumption. It is
anecdote
work. We should expect better evidence that
rather like saying that, so long as a drug something works than tradition or anecdote.
contains the active ingredient, the dose, Another recent US study looked at the That should be the case in education,
frequency and length of prescription are effectiveness of a computer-based language too. Professional teachers should use the
unimportant details. By the same token, program, Fast ForWord. Used by more than programmes and practices with the best
all programmes in education that use 570,000 pupils, the study was a randomised evidence that best fi t the needs, resources,
similar principles are not the same, and it is fi eld trial to test whether the strong effects and context of their pupils.
important that there is reliable, evaluative found with the program in the laboratory To ignore the importance of a teacher’s
evidence of their effectiveness. were being replicated in school settings. The professionalism in the improvement of
For example, the recent BEE (www. researchers found that the program did not, in education would simply not be the most
bestevidence.org.uk) review of beginning general, help students improve their language effective approach to raise standards.
reading found that phonics is necessary and reading comprehension test scores. Indeed, any plan to improve the quality
but not suffi cient for effective reading These large scale studies are expensive of education will fail unless it involves
programmes. Successfully evaluated to run, but it is worth it, since such studies educators from the outset.
programmes almost all emphasised can support (or not) the use of programmes At the IEE we are keen to bring together
systematic, synthetic phonics. However, that are themselves very expensive. The all those with an interest in what works in
many ineffective programmes also evaluations will save money, time and effort education – researchers, educators and
emphasised phonics. Other aspects of the in the long run by ensuring that resources policymakers – as part of a coalition. Only
programmes were also critical, such as are channelled into effective and cost- by understanding the needs of all those
classroom management and motivation. effective approaches. involved will we be able to make a real
Currently there is a shortage of change. We will be looking at the questions
randomised evidence on the programmes The role of the professional that educators and policymakers want
that are used in the UK. However, that is Some practitioners might be concerned answers to, and bringing together the
beginning to change. One of the fi rst studies, that this kind of research may constrain best research evidence to answer them.
commissioned by the DCSF and carried out the inspirational, effective teacher – that If the evidence is not available, then that
by staff at the IEE and colleagues from the some programmes tend to be dogmatic will provide the stimulus for new research
University of York and Durham University, and prescriptive. In fact, evidence- projects to fi ll the gaps in the knowledge
is an evaluation of the government’s Every based education means integrating an base.
Child Counts programme. The Every Child educator’s professional expertise with the Our goal is to have a core of evidence that
Counts initiative helps 6- and 7-year- best available evidence from research. It both policymakers and practitioners can
olds who are underachieving in maths by empowers teachers by making information use. Sharing this knowledge will empower
providing intensive one-to-one specialist and evidence available to help them make the whole education community. This would
teaching. The evaluation will take place effective decisions. Professional judgements not stifl e innovation but, rather like NICE in
between now and 2010, and will involve over will always be needed to apply the evidence the health sector, encourage innovation, as
100 schools in total. It will provide a valuable in the context of particular schools and innovators would know that new ideas that
and reliable assessment of the Every Child classrooms. work in practice are likely to be adopted.
Counts programme. Evidence is also valuable in supporting Again, this is an idea that is already gaining
There has also been recent progress on the importance of a great teacher. A recent credibility. A recent report from the Policy
this in the US. The Institute of Education study looked at the impact of an effective Exchange advocated an independent Research
Sciences was established in 2002 to provide teacher. It showed that being taught by a Review Board fulfi lling just such a role.
rigorous evidence on which to ground high quality teacher (top 25%) rather than The time is propitious, it seems, to build
education practice and policy. An example a poor quality teacher (bottom 25%) adds on these ideas, and towards an education
of its recent work was a study on four of 0.425 of a GCSE percentage point to a given system that is built more on evidence and
the most popular maths programmes in the pupil. The quality of the teacher was the what works, and less on fads and fashions.
spring 2009 Better: Evidence-based Education 21
Better Spr09 pp20-21 Committed.indd 21 20/4/09 09:19:40
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