This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis ...included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: focusing on the teacher, on student behavior, on students' social-emotional development, and on teacher–student relationships. Focusing on the students' social-emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher-focused programs.
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BFBNIB, NMLJ, NUK, OILJ, PNG, SAZU, UKNU, UL, UM, UPUK
ABSTRACT
BACKGROUND
An intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity ...(MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1 year.
METHODS
Second‐ and third‐grade classes of 6 elementary schools were included in the study. The intervention group participated in physically active academic lessons and the control group in regular classroom lessons. Implementation measures were obtained and the children were pretested and posttested on mathematics and reading.
RESULTS
Teacher observations and self‐reports indicated that the lessons were implemented as planned. Classroom observations showed that children's on‐task behavior during the lessons was above 70%. On the basis of heart rate measures, on average 64% of the lesson time was spent in MVPA. Posttest mathematics and reading scores of third‐grade children who participated in the intervention were significantly higher in comparison with control children. Posttest mathematics scores of second‐grade children in the intervention condition were significantly lower in comparison with control children.
CONCLUSIONS
The intervention program was successfully implemented and the lessons contributed to the academic outcomes of third‐grade children.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK, VSZLJ
This systematic review gives an overview of the effects of differentiation practices on language and math performance in primary education, synthesizing the results of empirical studies (n = 21) on ...this topic since 1995. We extracted 78 effect sizes from the included studies. We found that using computerized systems as a differentiation tool and using differentiation as part of a broader program or reform had small to moderate positive effects on students’ performance. Between- or within-class homogeneous ability grouping had a small negative effect on low-ability students, but no effect on others. The finding that computer technology can be a useful tool to facilitate differentiated instruction is not covered in earlier reviews. Moreover, our findings emphasize that homogeneous ability grouping alone is not enough to guarantee differentiated instruction. This stresses the importance of embedding differentiation practices in a broader educational context.
•Differentiation is considered important, but its operationalization is fuzzy.•Effect studies should report enough details on the differentiation practices used.•Grouping can create a context for differentiated instruction, but is not enough.•Embedding differentiation practices in a broader context has positive effects.•Computer technology can be a useful tool in such a supportive, broader context.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Using physical activity in the teaching of academic lessons is a new way of learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention ...("Fit & Vaardig op School" F&V) on academic achievement of children.
Using physical activity to teach math and spelling lessons was studied in a cluster-randomized controlled trial. Participants were 499 children (mean age 8.1 years) from second- and third-grade classes of 12 elementary schools. At each school, a second- and third-grade class were randomly assigned to the intervention or control group. The intervention group participated in F&V lessons for 2 years, 22 weeks per year, 3 times a week. The control group participated in regular classroom lessons. Children's academic achievement was measured before the intervention started and after the first and second intervention years. Academic achievement was measured by 2 mathematics tests (speed and general math skills) and 2 language tests (reading and spelling).
After 2 years, multilevel analysis showed that children in the intervention group had significantly greater gains in mathematics speed test (P < .001; effect size ES 0.51), general mathematics (P < .001; ES 0.42), and spelling (P < .001; ES 0.45) scores. This equates to 4 months more learning gains in comparison with the control group. No differences were found on the reading test.
Physically active academic lessons significantly improved mathematics and spelling performance of elementary school children and are therefore a promising new way of teaching.
This article reports outcomes of a quasi-experimental evaluation of Success for All (SfA), a comprehensive school reform program that has recently been introduced in the Netherlands. The Response to ...Intervention framework is used to describe how SfA supports students at different Tiers. The effects of SfA on five reading subskills were investigated for first-grade students at risk of reading problems. 299 students from two different cohorts were involved. Multilevel analyses demonstrated a significant effect of SfA on reading comprehension (ES = +0.26) in the first cohort. For the second cohort and the other reading subskills, mostly small positive effects of SfA were found, though these effects were not statistically significant. Furthermore, the relationship between tutoring intensity and reading achievement was examined. In the second cohort, a significant negative association of tutoring intensity with word and text reading skills was found. Implementation issues that may have impacted the outcomes are discussed.
•In this study, The Dutch version of Success for All (SfA) is evaluated.•A significant effect on reading comprehension (ES = +0.26) was found for cohort 1.•No significant effects were found for other reading subskills and for cohort 2.•Implementation issues have probably impacted the outcomes.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Integration of physical active academic lessons in the school curriculum may be an innovative way to improve academic outcomes. This study examined the effect of physically active academic lessons ...(Fit en Vaardig op school) on academic engagement of socially disadvantaged children and children without this disadvantage. In addition, the relationship between lesson time spent in moderate to vigorous physical activity and academic engagement was examined.
From four elementary schools, 86 children who participated in the 22-weeks intervention were recruited (23 socially disadvantaged children). Academic engagement was determined by observing time-on-task during three classroom observation moments (start, midway and end observation). Every moment consisted of lesson observations after intervention lessons (post-intervention) and after regular classroom lessons (post-control). Differences in time-on-task between socially disadvantaged children and children without this disadvantage were analyzed using independent samples t-test. Differences between post-intervention and post-control observations were analyzed using multilevel analysis. Heart rate monitors measured the lesson time spent in moderate to vigorous physical activity. The relationship between percentage of moderate to vigorous physical activity during the intervention lessons and time-on-task was analyzed by calculation of partial correlations.
Time-on-task of socially disadvantaged children was lower than that of children without this disadvantage, differences were significant at the start post-control (t(65) = 2.39, p < 0.05) and post-intervention (t(71) = 2.75, p < 0.05) observation and at the midway post-control (t(68) = 2.45, p < 0.05) observation. Multilevel analysis showed that the time-on-task of all children was significantly higher during post-intervention in comparison with post-control lessons (ES = 0.41). No significant difference was found at the start observation, but there were significant differences at the midway (ES = 0.60) and end (ES = 0.59) observation. On average, the children were exercising in moderate to vigorous physical activity during 60% of de lesson time (14 minutes of an average lesson of 23 minutes). No significant relationships were found between percentage of moderate to vigorous physical activity during the intervention and time-on-task in the post-intervention lessons.
Physically active academic lessons may positively influence time-on-task in children, which can contribute to academic success in the long term.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
In this study, we analyze in‐depth interviews conducted with 26 Dutch third‐graders as well as interviews with one of each child's parents. The children attended one of six schools, each with a ...relatively large population of families with a low socioeconomic status, where home‐based literacy assignments aimed at increasing children's enjoyment of reading were distributed for a duration of 3 years. The aim of this study is to gain knowledge of distinctive interaction characteristics of child‐parent dyads regarding at‐home literacy, to learn how these characteristics can help educational professionals and researchers answer to the needs of children and parents when designing and distributing at‐home reading assignments. Based on the attitudes towards reading and the skillset of child and parent(s), we distinguished three reader‐profiles: (1) Autonomously motivated readers, (2) Incompatible readers, and (3) Generational non‐readers. The practical implications of our research are that, to be appealing, at‐home reading assignments should be differentiated, nonrepetitive, and concrete, complete, and structured. Prerequisite implications are that both children and parents value regular positive feedback on their at‐home literacy activities and that, in approaching parents, it appears to be advisable to take them for what they are: parents, not substitute teachers.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
In previous studies, the effects of physically active academic lessons on academic achievement have been shown. Less is known about follow-up effects and the effects for disadvantaged groups. The ...first aim of this study was to examine 7–9 months follow-up effects of a physically active academic intervention on academic achievement. The second aim was to examine the effects of the 2-year intervention for a subgroup of socially disadvantaged children. A cluster-randomized controlled trial with 499 children (113 socially disadvantaged children) from second- and third-grade classes was conducted. Children’s academic achievement was measured before the intervention started, after the first and second intervention year, and 7–9 months after the intervention ended. At the 7–9 months follow-up, the intervention group showed significantly greater gains in math performance in comparison with the control group. No significant follow-up effects were found on language performance. Furthermore, the lessons significantly improved the math and spelling performance of socially disadvantaged children after two intervention years. These children did not benefit more from the lessons than other children. In conclusion, effects of physically active academic lessons on math achievement persist when the lessons are no longer taught, and the lessons are an innovative way to improve the academic achievement of socially disadvantaged children. The findings suggest that physically active academic lessons should be considered for inclusion in school curriculums in order to improve the academic achievement of all children.
Trial Registration
: This study is registered at
www.isrctn.com
(No. ISRCTN17021806).
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, ODKLJ, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Success for All, a multi-tiered school reform program, has its origins in the US and has recently expanded to the Netherlands. Using a multiple case study approach, we investigated similarities and ...differences in the way struggling readers are supported at two Success for All schools in the US and two in the Netherlands. First- and second-grade teachers and other staff members involved in the implementation of Success for All and the support of struggling readers were interviewed. We concluded that American and Dutch interviewees agreed on the benefits of Success for All for struggling readers, such as the engaging whole-class lessons and the possibility to offer tutoring. Furthermore, in both countries a tension was observed between the scriptedness of Success for All and the need for flexibility in the support of struggling readers. Regarding differences, we observed that both contextual and cultural factors led to variations in the way struggling readers are supported.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
ABSTRACT
BACKGROUND
Preventing overweight and improving physical fitness in primary school children is a worldwide challenge, and physically active intervention programs usually come with the cost of ...academic instruction time. This study aimed to investigate effects of physically active academic lessons on body mass index (BMI) and physical fitness in primary school children.
METHODS
Dutch children attending second‐ or third‐grade class from 12 primary schools (N = 376; 8.1 ± 0.7 years) were randomly assigned to a 22‐week intervention program or to the control group. In addition to measuring BMI before and after the intervention, physical fitness was measured with 5 items of the Eurofit test battery, measuring cardiovascular and muscular fitness.
RESULTS
Multilevel analysis showed a significant interaction effect between condition (intervention vs control) and grade (B = −0.47; p < .05). For third‐grade children, BMI of the intervention group did not change significantly during the intervention period, whereas a significant increase was found in the control group. No significant main or interaction effects were found for cardiovascular or muscular fitness.
CONCLUSIONS
The current physically active academic lessons had positive effects on BMI in third‐grade children, but had no effects on cardiovascular and muscular fitness.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK, VSZLJ
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