The extent to which education interventions have been studied and the range of effects typically observed.

!e EEF’s education database is comprised of thousands of education research studies from across the globe, all focused on measuring the impact of education interventions on students’ outcomes. !e studies in the database have been coded to enable analysis and searching across a range of factors, including country, pupil age and type of intervention. Rather than simply focusing on the impact of interventions, the database also records information about the delivery of interventions (such as the frequency and intensity of the intervention) and detailed quantitative impact data, such as variations in e#ects based on subject or delivery mechanism (such as whether an intervention is delivered by a quali"ed teacher or a classroom assistant). Impact is translated from standardised e#ect sizes to ‘months of learning’ for ease of communication and to aid discussion around the impact of interventions. Months of learning, communicated as a headline "gure for each approach, however, can hide important variation caused by duration of intervention, group size and the test measures used. Building the database containing all of this data allows researchers to examine which factors are driving the impact behind the overall average to "nd the signal amongst the noise. It is this detailed data which makes this education database unique. It will signi"cantly reduce the time and e#ort needed to review the impact of di#erent types of interventions, and to analyse the factors that increase or reduce e#ectivenes

Learning from learning logs: A case study of metacognition in the primary school classroom

Structured thinking activities (STAs) are pedagogical tools used to support metacognition in classrooms. Despite their popularity, little is known about how pupils use STAs as platforms to think about and manage their own thinking (i.e. as metacognitive tools). This case study investigated pupils’ use of STAs in relation to metacognition throughout a school year. We focus on two 8‐year‐old pupils, Amy and Laura, as they completed two specific STAs through weekly class meets and termly achievement logs. Data were triangulated through participant observation, qualitative interviews and analysis of written texts. We found clear differences between Laura's and Amy's written STAs, however observation and interviews revealed that engagement with STAs was similar beyond that suggested by the written evidence alone. Whereas Amy used easily spelt ‘stock’ responses, Laura used ‘bare minimum’ responses to meet teacher expectations. As such, neither Amy nor Laura used STAs as metacognitive tools, however in negotiating STAs, both exhibited strategic regulatory skills indicative of metacognition. Whilst our findings highlight that pupils may still be developing explicit metacognitive knowledge necessary to take full advantage of STAs, we highlight the clear value of persistent approaches to using STAs as tools to support developing metacognition, particularly in association with teacher–pupil interactions

Learning about research methods: A case study

This chapter focusses on the pedagogy of teaching a research methods module in an undergraduate education studies programme. It presents a case study of a module that has been designed and taught with student-centred pedagogy in mind, underpinned by meaningful exploration of constructivist learning. This case study illustrates how this has been achieved by scaffolding key concepts and facilitating an understanding of content within a wider pragmatist orientation to knowledge and truth. The examples given demonstrate how pragmatism is ideally suited to supporting student understanding of research methods. The chapter draws on material from the module, and reflects on pedagogy, assessment, and student learning. This chapter aims to prompt readers to reflect on their own experiences of learning research methods, including in the development of their own research ideas, and to support their ongoing studies in this area

A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education

Widening participation (WP) in higher education (HE) is an increasingly important policy issue, with interventions to increase participation from minority ethnic, low-income and other under-represented groups undertaken in HE sectors in many countries. In the UK there is a large amount of WP activity but a lack of robust evidence of its effectiveness. This article presents a systematic review in the topic area of WP in HE. We included studies of systematic review, randomised controlled trial (RCT) and quasi-experimental (QE) designs, and assessed evidence of the effectiveness of university access strategies and approaches in relation to the participation of disadvantaged students at university. We searched for, quality appraised and synthesised the international evidence, that is, evidence published in any country, in the English language. The findings from 4 systematic reviews and 12 experimental studies (4 RCTs, 4 RDDs and 4 QEDs) are presented as narrative syntheses in a series of thematic sub-topics. We found some evidence of effectiveness for a number of university access interventions. ‘Black box’ WP programmes (those with multiple elements in a single programme) and financial incentives were found to be effective. However, much of the evidence had design limitations and the majority were conducted in the US. The article concludes with research recommendations in relation to UK interventions, including suggested designs for future quasi-experimental evaluation