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dc.contributor.authorRuthven, Kennethen
dc.contributor.authorMercer, Neilen
dc.contributor.authorTaber, Keithen
dc.contributor.authorGuardia, Paulaen
dc.contributor.authorHofmann, Riikkaen
dc.contributor.authorIlie, Soniaen
dc.contributor.authorLuthman, Stefanieen
dc.contributor.authorRiga, Franen
dc.identifier.citationResearch Papers in Education 2016.en
dc.description.abstractThe $\textit{Effecting Principled Improvement in STEM Education [epiSTEMe]}$ project undertook pedagogical research aimed at improving pupil engagement and learning in early secondary school physical science and mathematics. Using principles identified as effective in the research literature and drawing on a range of existing pedagogical resources, the project designed and trialled a classroom intervention, with associated professional development, in a form intended to be suited to implementation at scale. The most distinctive feature of the $\textit{epiSTEMe}$ pedagogical approach is its inclusion of a component of dialogic teaching. Aimed at the first year of secondary education in English schools (covering ages 11–12), the $\textit{epiSTEMe}$ intervention consists of a short introductory module designed to prepare classes for this dialogic teaching component, and topic modules which employ the $\textit{epiSTEMe}$ pedagogical approach to cover two curricular topics in each of science and mathematics. A field trial was conducted over the 2010/2011 school year in 25 volunteer schools, randomly assigned to intervention and control groups. Within the intervention group, observation of lessons indicated that the level of dialogic teaching was higher for one of the topic modules than others. Evaluation focused on the effectiveness of the topic modules, each trialled in more than 10 classes containing a total of over 300 pupils, and compared with a group of similar composition. Overall, at this first implementation, learning gains under the $\textit{epiSTEMe}$ intervention were no greater, although for individual topic modules the effects ranged from small negative to small positive. No difference was found between intervention and control groups either in the opinion of pupils about their classroom experience or in changes in their attitude towards subjects.
dc.description.sponsorshipThanks are due to the Economic and Social Research Council which provided funding for the epiSTEMe project (RES-179-25-0003), to the teachers who generously volunteered to review, pilot and trial versions of the modules, to Christine Howe for her contribution to design and analysis, and to Andy Tolmie and Anna Vignoles for statistical advice.
dc.publisherTaylor & Francis
dc.rightsAttribution 4.0 International
dc.rightsAttribution 4.0 Internationalen
dc.rightsAttribution 4.0 Internationalen
dc.rightsAttribution 4.0 Internationalen
dc.subjectdialogic teachingen
dc.subjectpedagogical designen
dc.subjectintervention evaluationen
dc.subjectmathematics and science teachingen
dc.subjectsecondary schoolen
dc.titleA research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the $\textit{epiSTEMe}$ interventionen
dc.description.versionThis is the final version of the article. It first appeared from Taylor & Francis via
prism.publicationNameResearch Papers in Educationen
dc.contributor.orcidRuthven, Kenneth [0000-0002-5186-6707]
dc.contributor.orcidTaber, Keith [0000-0002-1798-331X]
dc.contributor.orcidIlie, Sonia [0000-0001-9893-0086]
rioxxterms.typeJournal Article/Reviewen
pubs.funder-project-idESRC (ES/F025343/1)
cam.orpheus.successThu Jan 30 12:55:27 GMT 2020 - The item has an open VoR version.*

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