Effective Primary Pedagogical Strategies in English and ...

Research Report DFE-RR129

Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A study of Year 5 classroom practice from the EPPSE 3-16 longitudinal study

Iram Siraj-Blatchford Donna-Lynn Shepherd Edward Melhuish Brenda Taggart Pam Sammons Kathy Sylva

This research report was commissioned before the new UK Government took office on 11 May 2010. As a result the content may not reflect current

Government policy and may make reference to the Department for Children, Schools and Families (DCSF) which has now been replaced by the Department

for Education (DFE).

The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education.

THE EPPSE RESEARCH TEAM

Principal Investigators

Professor Kathy Sylva

Department of Educational Studies, University of Oxford 00 44 (0)1865 274 008 / email kathy.sylva@education.ox.ac.uk

Professor Edward Melhuish

Institute for the Study of Children, Families and Social Issues Birkbeck University of London 00 44 (0)207 079 0834 / email e.melhuish@bbk.ac.uk

Professor Pam Sammons

Department of Educational Studies, University of Oxford 00 44 (0)1865 274 142 / email pamela.sammons@education.ox.ac.uk

Professor Iram Siraj-Blatchford

Institute of Education, University of London 00 44 (0)207 612 6218 / email i.siraj-blatchford@ioe.ac.uk

*Brenda Taggart

Institute of Education, University of London 00 44 (0)207 612 6219 / email b.taggart@ioe.ac.uk

Research Officers

Donna-Lynn Shepherd

Institute of Education, University of London 00 44 (0)207 612 6608 / email dshepherd01@ioe.ac.uk

Dr Katalin Toth

Institute of Education, University of London 00 44 (0)207 911 5587 / email k.toth@ioe.ac.uk

Diana Draghici

Institute of Education, University of London 00 44 (0)207 612 6608 / email d.draghici@ioe.ac.uk

Tracking Officer

Wesley Welcomme

Institute of Education, University of London 00 44 (0)207 612 6684 / email w.welcomme@ioe.ac.uk

*Also Research Co-ordinator

AUTHORS

Iram Siraj-Blatchford Donna-Lynn Shepherd

Edward Melhuish Brenda Taggart Pam Sammons

Kathy Sylva

ACKNOWLEDGEMENT

The EPPE project is a major longitudinal study funded by the Department for Education. The research would not be possible without the support and co-operation of the six Local Authorities (LAs) and the many pre-school centres, primary schools, children and parents participating in the research. We would like to give special thanks to the research assistants: Rosemary Ellis, Jill Head, Isabella Hughes, Rose Jennings, Margaret Kehoe, Laura Manni, Helen Mirelman, Stella Muttock and John Stokes who collected the data for this report. We are also grateful to Professor John Siraj-Blatchford for his advice on the early stages of this study and the children and staff of Hamilton Primary School and their headteacher, Graeme Aldous, for helping us refine the pedagogical strategies; their feedback was very helpful. In addition we are grateful to Christopher Stone of Arthur Terry School for allowing us access to his school's policies.

The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education ? JUNE 2011 Siraj-Blatchford, Melhuish, Taggart, Sammons & Sylva,

Table of Contents

Executive Summary............................................................................................................... i

Section 1

Introduction to the Effective Primary Pedagogical Strategies in English and Maths (EPPSEM) Study ....................................................................... 1

1.1 Introduction to the Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16) Research Project (1997 ? 2013)........................................1

1.2 Background and aim of the EPPSEM Study ..............................................................2

1.3 Some working definitions ...........................................................................................4

1.3.1 Pedagogy ............................................................................................................4

1.3.2 Effectiveness.......................................................................................................6

1.4 Effective pedagogical strategies: what the literature tells us.....................................7

1.5 The research questions............................................................................................13

Section 2

Method........................................................................................................ 13

2.1 The sample ..............................................................................................................13

2.1.1 Sampling procedure ..........................................................................................14

2.2 The Instruments ...........................................................................................................18

2.2.1 The Classroom Observation System for Fifth Grade (COS-5, Pianta)...................18

2.2.2 Instructional Environment Observation Scale (IEO, Stipek) ..................................23

2.3 Data Preparation and coding ...................................................................................25

2.3.1 Identification of key pedagogical strategies ......................................................25

2.3.2 Top down and bottom up analysis ....................................................................26

2.4 Ethical Considerations .................................................................................................26

2.5 Limitations of the EPPSEM study ................................................................................27

Section 3

EPPSEM Findings...................................................................................... 28

3.1 Organisation.............................................................................................................30

3.2 Clear, shared objectives...........................................................................................35

3.3 Homework ................................................................................................................37

3.4 Classroom Climate...................................................................................................38

3.4.1 Overall Classroom Climate ...............................................................................38

3.4.2 Child-Teacher relationship ................................................................................40

3.4.3 Teacher support ................................................................................................41

3.4.4 Safe, supportive environment ................................................................................42

3.5 Behaviour Management ...........................................................................................46

3.5.1 Frequency of disciplining and levels of disruptive behaviour ............................46

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