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Raising Teacher Retention in Online Courses through Personalized Support. Evidence from a Cross-national Randomized Controlled Trial

Davide Azzolini, Sonia Marzadro, Enrico Rettore, Katja Engelhardt, Benjamin Hertz, Patricia Wastiau

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Does providing teachers with personalized support help them complete online training courses?

Yes, but not for all and not everywhere. The TeachUP policy experimentation found large effects of personalized support on course completion in nine European Union Member States among professional (i.e., in-service) teachers (+10.6 percentage points), but not among student teachers. Moreover, no effects are found in Turkey. More studies are needed to investigate the contextual and learner characteristics that drive the heterogeneous effects.

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Evaluation of a state-wide mathematics support program for at-risk students in Grades 1 and 2 in Germany

Ann-Katrin van den Ham and Aiso Heinze

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Is an early mathematics support program based on formative assessment effective?

Yes, it is, according to a study conducted with 135 elementary school classes from 40 schools in Germany. The study shows that students at-risk for mathematical difficulties benefited from the two-year "Mathe macht stark (MMS) - Grundschule" (Maths makes you strong - primary school) implementation in Grades 1 and 2. This effect is maintained one year after the intervention ends and without providing Grade 3 formative assessment material. Moreover, students not at-risk for mathematical difficulties also benefited from the program, despite not being the target of the program. Hence, the formative assessment elements the teachers used in the mathematics classrooms for at-risk students were also beneficial for the other students. Interestingly, in an enhanced version of the program, including two extra teacher working hours per week, did not add value for at-risk students in the follow-up test at the end of Grade 3.

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Experimental Impacts of a Preschool Intervention in Chile on Children's Language Outcomes: Moderation by Student Absenteeism

Summary by: Hang (Heather) Do

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What was this study about?

Chronic absenteeism (missing more than 10% of school days or more in one year) negatively impacts children’s school achievement and development. Yet, little is known about how absenteeism influences the effectiveness of interventions. In this study, the authors examined whether absenteeism affected the impacts of an intensive two-year professional development (PD) intervention aiming to improve the quality of Chilean public preschool and kindergarten and enhance the language and literacy outcomes of participating children (UBC (Un Buen Comienzo/A Good Start)).

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Effects of apprenticeship on the short-term educational outcomes of vocational high-school students

José de Amesti & Susana Claro

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Apprenticeship increase employment opportunities, but what about academic outcomes?  

Apprenticeship-based high schools increase employment outcomes compared to school-based-only vocational education: countries that implement apprenticeship have eased the school-to-work transition and reduced youth unemployment. Despite these promising benefits of apprenticeship, there is almost no evidence of its impact on students’ educational outcomes. In fact, some worry that spending less time at school could motivate students to leave the academic path to join the workplace instead, causing apprentices to achieve lower educational attainment.

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Between-School Variation in Students’ Achievement, Motivation, Affect, and Learning Strategies: Results from 81 Countries for Planning Cluster-Randomized Trials in Education

Martin Brunner, Uli Keller, Marina Wenger, Antoine Fischbach & Oliver Lüdtke

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Does an educational intervention work?

When planning an evaluation, researchers should ensure that it has enough statistical power to detect the expected intervention effect. The minimally detectable effect size, or MDES, is the smallest true effect size a study is well positioned to detect. If the MDES is too large, researchers may erroneously conclude that their intervention does not work even when it does. If the MDES is too small, that is not a problem per se, but it may mean increased cost to conduct the study.  The sample size, along with several other factors, known as design parameters, go into calculating the MDES. Researchers must estimate these design parameters. This paper provides an empirical bases for estimating design parameters in 81 countries across various outcomes.

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Improving the general language skills of second-language learners in kindergarten: a randomized controlled trial

Kristin Rogde, Monica Melby-Lervåg, & Arne Lervåg

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There are increasing numbers of children whose first language differs from the predominant language of instruction in their school. Entering school where the language of instruction is a student’s second language is associated with undesirable social, educational, and economic outcomes. This study investigates the efficacy of an intervention aimed at improving second-language skills of kindergarteners.

How did we test the intervention?

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The Higher Education Enrollment Decision: Feedback on Expected Study Success and Updating Behavior

Chris van Klaveren, Karen Kooiman, Ilja Cornelisz & Martijn Meeter

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Secondary school students tend to be overly optimistic about how well they will perform in college. This overconfidence leads to suboptimal decision making. But what if secondary school students were told their likelihood of succeeding in the college program they applied to prior to their decision to enroll?  Would this influence their decision to enroll?

This study presents the results of a field experiment in which a random half of 313 secondary-school students applying to higher education received personalized predictions on study success (the other half did not receive such predictions). A comparison of the enrolment rates of the two groups of students helps us understand the effect of receiving these personalized predictions. We find that:

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Quality Preschool for Ghana Program Improves Teacher and Student Outcomes

Sharon Wolf, J. Lawrence Aber, Jere Behrman & Edward Tsinigo

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Preschool teacher training program improves classroom quality and child outcomes in Ghana

Children around the world are attending preschool more than ever before. But many preschools are poor quality and children are not learning. Ghana, a lower-middle income country in West Africa, has been at the forefront of expanding access to preschool and adopting a progressive- child-centered curriculum.

Yet, preschool quality remains poor and most teachers have not been trained in the national curriculum. 

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