Speech Bubbles. Evaluation Report

Autor/inn/en	Bohling, Kimberly; Tankelevitch, Lev; Vinnitchok, Andriana; Barnard, Matthew; Anders, Jake; Shure, Nikki; Wyse, Dominic
Institution	Education Endowment Foundation (EEF) (United Kingdom); University College London (UCL) (United Kingdom), Institute of Education (IOE)
Titel	Speech Bubbles. Evaluation Report
Quelle	(2021), (161 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Drama; Story Telling; Intervention; Communication Skills; Self Esteem; Well Being; Elementary School Students; Attention; Listening Skills; At Risk Students; Program Effectiveness; Reading Achievement; Speech Communication; Interpersonal Competence; Creativity; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schauspiel; Kommunikationsstil; Self-esteem; Selbstaufmerksamkeit; Well-being; Wellness; Wohlbefinden; Aufmerksamkeit; Leseleistung; Interpersonale Kompetenz; Kreativität; Ausland
Abstract	The Speech Bubbles (SB) intervention is a Key Stage 1 (KS1) drama and storytelling intervention aimed at supporting children's communication skills, confidence and wellbeing. The intervention was targeted at pupils aged 5-7 in KS1 (Year 1 or Year 2) in primary schools in England, who had been identified by their teachers as having difficulties with, or lacking confidence in, communicating, or having poor attention and listening skills. This impact evaluation consisted of an individually randomised controlled trial (RCT). Year 1 and Year 2 pupils with poor communication skills (as identified by teachers using SB referral guidance) were randomly allocated to either receive the SB programme (treatment arm), or continue with their curriculum as normal (control arm). Pupils in the two arms were compared on reading attainment and oral communication as two primary outcomes, and on social skills and creative self-efficacy as two secondary outcomes. Assuming successful randomisation, an RCT is the least biased method to estimate intervention effects and make causal inferences. In the implementation and process evaluation (IPE), multiple sources of data were collected and triangulated from six case study schools to answer the research questions. This consisted of semi-structured interviews with four staff members at each case study school, unstructured interviews with participating children, an observation of an SB lesson, a survey for teaching assistants (TAs), review of intervention manuals and guidance, and collection of administrative data. [This report was produced with the Behavioural Insights Team of the University College London (UCL) (United Kingdom), Institute of Education (IOE). The Royal Society of Arts (RSA) contributed to funding for this evaluation.] (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01