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Report: Accountability and children’s Denmark, Finland, Hungary, Ireland, Japan, policy making and strategic planning. Given
outcomes in high-performing education Korea, the Netherlands, New Zealand, the practices in high-performing countries,
systems: Analytical maps of approaches to Singapore, Sweden and Switzerland) and the researchers also suggested that league
measuring children’s education, health and concluded that UK policymakers might tables and national testing across all children
wellbeing outcomes in high-performing learn from other countries’ practices. They may not be the most effective way to
education systems. (December 2008) found increasing interest in monitoring measure outcomes, particularly considering
performance across a range of services, social inequality.
What? The DCMS commissioned this report and recommended that the government
to fi nd out what indicators are used to here should consider developing a periodic Authors: Husbands C, Shreeve A, Jones NR.
measure children’s education, health and statistical report combining key education,
wellbeing in countries with high-performing health and well-being indicators. This Where? This report can be found on the
education systems, and how these indicators would provide a comprehensive description EPPI Centre website (Social Science Research
are used. The researchers found evidence of outcomes for children, and indicate Unit, Institute of Education, University of
from 13 such countries (Australia, Belgium, patterns and trends that would inform London) eppi.ioe.ac.uk
Report: Targeted youth support: Rapid research) which looked at what services and in terms of schools, they suggested that
Evidence Assessment of effective early interventions have evidence of effectiveness. training for teachers should be evaluated,
interventions for youth at risk of future poor The researchers concluded that much more and a “sense of belonging” in schools
outcomes. (October 2008) research is needed, especially in terms should be promoted.
of interventions like TYS that cut across
What? Targeted Youth Support (TYS) is different services. However, they did make a Authors: Thomas J, Vigurs C,
an initiative which aims to ensure that number of recommendations including the Oliver K, Suarez B, Newman M,
different agencies work together to meet need for increased collaboration between Dickson K, Sinclair J.
the needs of vulnerable young people. This various agencies. For example, schools need
study, commissioned by the DCSF, sought to to recognise bad behaviour as a risk factor Where? This report can be found on the
explore what risks were associated with the with wider implications than immediately EPPI Centre website (Social Science Research
target outcomes of TYS, and also assessed apparent, and be in communication with Unit, Institute of Education, University of
systematic reviews (overviews of past other agencies about those at risk. Also, London) eppi.ioe.ac.uk
Report: Systematic review of research this new systematic review has for the fi rst Authors: Sebba J, Crick RD, Yu G, Lawson
evidence of the impact on students time assessed all existing evidence, focusing H, Harlen W, Durant K.
in secondary schools of self and peer on pupils’ academic achievement and non-
assessment. Technical report. (October 2008) cognitive outcomes. The authors found that Where? This report can be found on the
the impact on self-esteem and engagement EPPI Centre website (Social Science Research
What? Although several studies have been was high, and the impact on attainment less Unit, Institute of Education, University of
conducted into self- and peer-assessment, so but still signifi cant. London) eppi.ioe.ac.uk
Report: A systematic review of interventions classes (presuming a positive climate), and
aimed at improving the educational individualised programmes. However, the
achievement of pupils identifi ed as researchers included a note of caution.
gifted and talented. Technical report. Teachers and schools should avoid over-
(September 2008) generalising and treating gifted and talented
pupils as a homogeneous group. They felt it
What? There is an expectation that vital to be sensitive to individual needs, and
schools will meet the needs of pupils the mediating effects of the teacher, the
identifi ed as gifted and talented, but are curriculum and the classroom context. It is
these programmes effective? This review unlikely that one approach will work all the
examined all research that has been done time with all gifted and talented pupils.
in this area. It indicated that enrichment
programmes, which help gifted and Authors: Bailey R, Pearce G, Winstanley C,
talented pupils develop self-regulation Sutherland M, Smith C, Stack N, Dickenson, M.
and higher-order thinking skills, do have a
positive effect on their achievement and Where? This report can be found on the EPPI
engagement. The researchers also found that Centre website (Social Science Research Unit,
there was evidence in favour of streaming, Institute of Education, University of London)
differentiated provision within mixed ability eppi.ioe.ac.uk
26 Better: Evidence-based Education spring 2009
Better Spr09 pp26-27 Research.indd 26 20/4/09 09:21:24
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