Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools

This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) are workbooks designed to be used...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Chris Rolph
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	mathematics coaching primary leadership assessment support Education L
Acceso en línea:	https://doaj.org/article/62ea014eeadb4837a9fe92d2303408db
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:62ea014eeadb4837a9fe92d2303408db
record_format	dspace
spelling	oai:doaj.org-article:62ea014eeadb4837a9fe92d2303408db2021-11-25T17:23:51ZUsing School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools10.3390/educsci111107402227-7102https://doaj.org/article/62ea014eeadb4837a9fe92d2303408db2021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/740https://doaj.org/toc/2227-7102This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) are workbooks designed to be used by adults other than teachers working on a one-to-one basis with children to develop numeracy skills. This quantitative study seeks to examine the impact of +1 and Po2 by considering performance data aggregated at the school level. The attainment of children at 1071 English schools which use the +1 and Po2 products was compared with that of peers in other schools using a quasi-experimental research design based on England’s national performance measures. Statistical analysis suggests that schools using +1 and Po2 show higher levels of mathematics attainment than those who may have used other resources. Furthermore, there is an important finding that assessment attendance is higher, and disapplication from the curriculum lower, in schools using +1 and Po2. This indicates that use of this one-to-one intervention improves access to national tests for children and represents an opportunity for school leaders to maximise the cost effectiveness of existing non-teaching staff or volunteers.Chris RolphMDPI AGarticlemathematicscoachingprimaryleadershipassessmentsupportEducationLENEducation Sciences, Vol 11, Iss 740, p 740 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	mathematics coaching primary leadership assessment support Education L
spellingShingle	mathematics coaching primary leadership assessment support Education L Chris Rolph Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools
description	This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) are workbooks designed to be used by adults other than teachers working on a one-to-one basis with children to develop numeracy skills. This quantitative study seeks to examine the impact of +1 and Po2 by considering performance data aggregated at the school level. The attainment of children at 1071 English schools which use the +1 and Po2 products was compared with that of peers in other schools using a quasi-experimental research design based on England’s national performance measures. Statistical analysis suggests that schools using +1 and Po2 show higher levels of mathematics attainment than those who may have used other resources. Furthermore, there is an important finding that assessment attendance is higher, and disapplication from the curriculum lower, in schools using +1 and Po2. This indicates that use of this one-to-one intervention improves access to national tests for children and represents an opportunity for school leaders to maximise the cost effectiveness of existing non-teaching staff or volunteers.
format	article
author	Chris Rolph
author_facet	Chris Rolph
author_sort	Chris Rolph
title	Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools
title_short	Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools
title_full	Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools
title_fullStr	Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools
title_full_unstemmed	Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools
title_sort	using school-level data to investigate the impact of a one-to-one mathematics teaching resource in english primary schools
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/62ea014eeadb4837a9fe92d2303408db
work_keys_str_mv	AT chrisrolph usingschoolleveldatatoinvestigatetheimpactofaonetoonemathematicsteachingresourceinenglishprimaryschools
_version_	1718412410891534336

Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools

Ejemplares similares