Reconsidering context: six underlying features of context to improve learning from evaluation

This article considers the role of context in 'theory-based' evaluations, particularly those that use chain-type path or logic models. Reflecting on the use of causal models in the school professional development field, a set of underlying features of context is developed: the article proposes that context can be dynamic, agentic, relational, historically located, immanent and complex. The article applies these features to a consideration of a commonly observed contextual factor: senior leader support for an intervention. The article argues that actively considering these underlying features can allow for a more sophisticated approach to context, and concludes with a set of related interrogatory questions for evaluators, aiming to improve learning in future evaluation

Evaluation of valued youth: a national peer-tutoring programme to increase self confidence and motivation

Established first in the USA, Valued Youth has operated in the UK since 1996, and is currently implemented in about 50 schools in 8 regions. The programme is intended to help secondary school students who are at risk of disengaging with school or underperforming for a variety of reasons. These students are selected as tutors, given training on how to work with younger children and placed in a local primary school where they support pupils' learning. Valued Youth can be seen as one of many initiatives in secondary schools on re-engagement in learning and contributes to the UK government strategy of extending opportunities and providing flexible learning experiences to meet individual learners' needs and aptitudes. Evidence from the USA has shown the value of the programme in reducing drop-out, strengthening youngsters' perceptions of self and school, and reducing disciplinary referrals and absenteeism. The evaluation discussed in this paper considers the effect of the programme in a UK context, not only in terms of young people's attendance, attainment and confidence, but also in terms of what sort of youngsters seem to benefit and the effects of financial rewards, if any, on the outcomes. The paper reports on the first year of a two-year evaluation. Data were obtained from a pre- and post-questionnaire survey among tutors, a workshop with coordinators and visits to selected case study schools in several regions. Almost all tutors enjoyed the programme and would recommend the experience to others. There was a relatively low dropout and the programme was warmly appreciated by participating primary schools. We have evidence that Valued Youth markedly raises confidence, improves communication skills and keeps some at risk youngsters on track in school. Many types of youngsters benefit from the experience; those who lack confidence and have poor communication skills seem to make the most progress. Successful tutors tend to be those who are committed to the programme, willing to learn, are flexible and cooperative, and have some ability to interact with others, particularly children and primary teachers.</p

Effective PSHE education: values, purposes and future directions

This article explores the perceived effectiveness of personal, social, health and economic (PSHE) education in primary and secondary schools. It outlines the relationship between perceived effectiveness and a range of explanatory factors, linking these to the values and ethos of schools, differing views of the purposes of PSHE education, and long-standing policy agendas. We conclude by attempting to locate PSHE education in the new and rapidly evolving policy context and discuss some potential ways forward, as established means of support and challenge disappear. The data utilised in the paper come from a mapping and effectiveness study of PSHE education in both primary and secondary schools throughout England, which was conducted by Sheffield Hallam University on behalf of the Department for Education

Learning from failure: A context‐informed perspective on RCTs

Discussions of randomised controlled trials (RCTs) in education that do not show an impact regularly focus on the intervention and how it failed to impact on expected measures, with typologies identifying persistent critical points of failure. This paper uses one such RCT—the Integrating English programme—to exemplify the application of a new model to explain failure in RCTs. To do so, the paper develops a set of categories of context drawing on the wider social evaluation field: backdrop, design, operation and interpretation. Thus, the paper exposes critical weak points in the commission and interpretation, as well as the implementation, of an RCT. Our aim is to work towards more robust evaluations by demonstrating that it is not simply the programme design, implementation and evaluation that can contribute to a lack of impact; there can be more fundamental system issues at play