So was it worth it? A commentary on Fricke et al. and Hagen et al. (2017).

Elspeth McCartney

Research output: Contribution to journalComment/debate

Abstract

Abstract
Fricke et al. and Hagen et al. (2017) each report on large-scale pragmatic randomised controlled trials delivered in schools or nurseries, investigating language interventions for vulnerable children and showing moderate positive effect sizes. Such research is part of a recent development of 'what works' research in England, and the number of 'what works' trials continues to increase, largely through funding from the Sutton Trust, who are concerned with disadvantaged children, to the Educational Endowment Foundation (EEF). 'What works' research is not firmly accepted by all educationalists, however results of trials are now available quickly and presented in a manner intended to be accessible to practitioners. This development may facilitate principled decisions on the adoption of interventions by schools, as trials and their outcomes my be interrogated to support decisions on whether the anticipated impact is worth the cost of implementation.
LanguageEnglish
JournalJournal of Child Psychology and Psychiatry
Publication statusAccepted/In press - 20 Jul 2017

Fingerprint

Research
Nursery Schools
Vulnerable Populations
Financial Management
England
Language
Randomized Controlled Trials
school
Costs and Cost Analysis
pragmatics
funding
costs
language

Keywords

  • language intervention research
  • education
  • disadvantaged children

Cite this

@article{01d26f7da96747ec94ce95b5e96642d4,
title = "So was it worth it? A commentary on Fricke et al. and Hagen et al. (2017).",
abstract = "AbstractFricke et al. and Hagen et al. (2017) each report on large-scale pragmatic randomised controlled trials delivered in schools or nurseries, investigating language interventions for vulnerable children and showing moderate positive effect sizes. Such research is part of a recent development of 'what works' research in England, and the number of 'what works' trials continues to increase, largely through funding from the Sutton Trust, who are concerned with disadvantaged children, to the Educational Endowment Foundation (EEF). 'What works' research is not firmly accepted by all educationalists, however results of trials are now available quickly and presented in a manner intended to be accessible to practitioners. This development may facilitate principled decisions on the adoption of interventions by schools, as trials and their outcomes my be interrogated to support decisions on whether the anticipated impact is worth the cost of implementation.",
keywords = "language intervention research, education, disadvantaged children",
author = "Elspeth McCartney",
year = "2017",
month = "7",
day = "20",
language = "English",
journal = "Journal of Child Psychology and Psychiatry",
issn = "0021-9630",

}

So was it worth it? A commentary on Fricke et al. and Hagen et al. (2017). / McCartney, Elspeth.

In: Journal of Child Psychology and Psychiatry, 20.07.2017.

Research output: Contribution to journalComment/debate

TY - JOUR

T1 - So was it worth it? A commentary on Fricke et al. and Hagen et al. (2017).

AU - McCartney, Elspeth

PY - 2017/7/20

Y1 - 2017/7/20

N2 - AbstractFricke et al. and Hagen et al. (2017) each report on large-scale pragmatic randomised controlled trials delivered in schools or nurseries, investigating language interventions for vulnerable children and showing moderate positive effect sizes. Such research is part of a recent development of 'what works' research in England, and the number of 'what works' trials continues to increase, largely through funding from the Sutton Trust, who are concerned with disadvantaged children, to the Educational Endowment Foundation (EEF). 'What works' research is not firmly accepted by all educationalists, however results of trials are now available quickly and presented in a manner intended to be accessible to practitioners. This development may facilitate principled decisions on the adoption of interventions by schools, as trials and their outcomes my be interrogated to support decisions on whether the anticipated impact is worth the cost of implementation.

AB - AbstractFricke et al. and Hagen et al. (2017) each report on large-scale pragmatic randomised controlled trials delivered in schools or nurseries, investigating language interventions for vulnerable children and showing moderate positive effect sizes. Such research is part of a recent development of 'what works' research in England, and the number of 'what works' trials continues to increase, largely through funding from the Sutton Trust, who are concerned with disadvantaged children, to the Educational Endowment Foundation (EEF). 'What works' research is not firmly accepted by all educationalists, however results of trials are now available quickly and presented in a manner intended to be accessible to practitioners. This development may facilitate principled decisions on the adoption of interventions by schools, as trials and their outcomes my be interrogated to support decisions on whether the anticipated impact is worth the cost of implementation.

KW - language intervention research

KW - education

KW - disadvantaged children

UR - http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1469-7610

M3 - Comment/debate

JO - Journal of Child Psychology and Psychiatry

T2 - Journal of Child Psychology and Psychiatry

JF - Journal of Child Psychology and Psychiatry

SN - 0021-9630

ER -