Learning to Learn: Improving Attainment, Closing the Gap at Key Stage 3
Saved in:
| Title: | Learning to Learn: Improving Attainment, Closing the Gap at Key Stage 3 |
|---|---|
| Language: | English |
| Authors: | Mannion, James, Mercer, Neil |
| Source: | Curriculum Journal. 2016 27(2):246-271. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Junior High Schools Middle Schools Elementary Education |
| Descriptors: | Foreign Countries, Secondary Schools, Secondary Education, Learning Processes, Learning Strategies, Evidence Based Practice, Instructional Design, Curriculum Development, Secondary School Students, Achievement Gap, Educational Attainment, Cohort Analysis, Control Groups, Metacognition, Self Management, Holistic Approach, Active Learning, Student Projects, Cooperative Learning, Classroom Communication, Reflection, Journal Writing, Thinking Skills, Professional Development, Continuing Education, Transfer of Training, Case Studies, Longitudinal Studies, Progress Monitoring, Summative Evaluation, Nonparametric Statistics, Statistical Analysis, Curriculum Evaluation |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/09585176.2015.1137778 |
| ISSN: | 0958-5176 |
| Abstract: | In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to "learning to learn" (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of students (n = 118) received more than 400 taught lessons throughout years 7-9. The impact of L2L on student attainment at Sea View was evaluated over those 3 years, using the pre-L2L cohort as a matched control group (n = 148). By the end of year 9, a significantly higher proportion of L2L students were either hitting or exceeding their target grades, compared with the control group. There was also a significant closing of the attainment gap between students eligible for the pupil premium and their peers (2%, vs. 25% in the control group). Key features of the L2L approach at Sea View are considered in terms of similarities and differences with other L2L approaches. Conclusions are drawn that the success of this approach lies in the combination of multiple effective practices. Recommendations for further research and development of the field are proposed. |
| Abstractor: | As Provided |
| Number of References: | 98 |
| Entry Date: | 2016 |
| Accession Number: | EJ1101678 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to "learning to learn" (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of students (n = 118) received more than 400 taught lessons throughout years 7-9. The impact of L2L on student attainment at Sea View was evaluated over those 3 years, using the pre-L2L cohort as a matched control group (n = 148). By the end of year 9, a significantly higher proportion of L2L students were either hitting or exceeding their target grades, compared with the control group. There was also a significant closing of the attainment gap between students eligible for the pupil premium and their peers (2%, vs. 25% in the control group). Key features of the L2L approach at Sea View are considered in terms of similarities and differences with other L2L approaches. Conclusions are drawn that the success of this approach lies in the combination of multiple effective practices. Recommendations for further research and development of the field are proposed. |
|---|---|
| ISSN: | 0958-5176 |
| DOI: | 10.1080/09585176.2015.1137778 |
