C4EO/IEE research review shows that effective classroom strategies make the biggest difference to learning outcomes.

A new review, published by the Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO), has shown that improving classroom practice can close the achievement gap for children living in poverty.

The review, carried out by the Institute for Effective Education at the University of York, found that it is the quality of teaching that makes the biggest difference to learning outcomes.

Effective Classroom Strategies For Closing The Gap In Educational Achievement For Children And Young People Living In Poverty, Including White, Working Class Boys looked at the international research on “what works” in improving learning outcomes for children in poverty. The review focused on strategies and interventions to improve core literacy and numeracy across early-years, primary and secondary settings. It found that there are a number of approaches that can help. These include:

·       Improving the quality of teaching by coaching staff in specific teaching strategies;

·       Using evidence-based approaches, such as co-operative learning, structured phonics and “learning to learn” strategies;

·       Whole-school reform models, which address multiple elements of school provision; and

·       The use of well-specified, well-supported and well-implemented programmes incorporating extensive professional development.

Other approaches that were found to be less successful included adopting new curricula and the traditional use of ICT (eg, individualised self-instructional programmes).