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Our research is showing that timely practice does significantly increase the attainment of low attaining learners.
- Lesley Goddard has gained the evidence aware EdWard for the research proposal
| Whole class teaching | Intervention tutoring |
| Summary | Research Proposal | Analysis | Case study |
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| name | researchProposalFinal.pdf |
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| height | 250 |
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| name | anonymisedAnalysis2019.pdf |
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| height | 250 |
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| | View file |
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| name | InterventionCaseStudy.pdf |
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| height | 250 |
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- The 3 year trial involved classes from 2 consecutive years,
- The trial covered each
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- the 2 year period of their GCSE course.
- Learners from the lowest attaining set close the learning gap
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- In many cases learners over take their peers in the set above within a year.
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| Summary | Research Proposal |
| | | View file |
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| name | researchProposalFinal.pdf |
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height | 250- The trials were for a half term (6 to 8 weeks)
- The groups were the lowest attaining maths learners in year 7, 8
- Learners retain 2 to 17 times the amount in intervention as in maths lessons
- Groups of 5 to 9 learners in intervention versus 19 to 22 in maths lessons
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not so good news
A valid criticism of our research is the small sample size.
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