Invitation to tender Education Endowment Foundation (EEF) Cognitive Science Approaches in the Classroom 2020

Deadline: 17:00 on Friday 7th February

Call for Proposal Invitation to tender Education Endowment Foundation (EEF) Cognitive Science Approaches in the Classroom 2020

Cognitive science in education relates to how the brain and mind works and learns. The field is interdisciplinary, but commonly draws on insights from psychology and neuroscience.

For example, cognitive science might provide insights into the way praise affects student motivation or describe how the architecture of the brain affects the way students memorise information.

Approaches that are inspired by cognitive science are of growing popularity in schools. There have been several publications that focus on the lessons from cognitive science that can be applied in the classroom, for example approaches that focus on reducing the cognitive load on pupils or enhancing the use of their working memory. The overview of research for the Ofsted inspection framework highlights several examples drawn from research on memory, including spaced practice, interleaving and retrieval practice.

The review
The EEF would like to fund a systematic review into approaches inspired by cognitive science that are commonly used in the classroom. While the field of cognitive science encompasses a wide range of differing approaches, this review will particularly focus on approaches related to acquiring and retaining knowledge – which have often been referred to as “cognitive science”. This would lead to a published review of the evidence – similar to A Marked Improvement, a review of the evidence on marking practices. It would also be used to inform the creation of potential future Toolkit strands.
The review would examine approaches that teachers are most interested in – such as those flagged in the Ofsted framework. This would include (but not be limited to):
– Spaced practice – distributing studying over time;
– Interleaving – switching between different types of problem or different ideas within the same study session;
– Retrieval practice – recalling information from memory to promote long-term learning;
– Dual coding – as allowing two stimuli to be introduced simultaneously by combining words and pictures;
– Strategies to manage cognitive load.
Metacognitive approaches are already explored in our metacognition guidance report and would not be included in the review.

Methodology
The review will be a systematic search of the literature based on pre-specified inclusion criteria. We would expect to publish a protocol prior to the undertaking of the review. The search will be limited to studies that:
– Collect pupil attainment outcomes

– Focus on pupils aged between 3 and 18
It will collect information on the ecological validity of the studies – delineating classroom and lab studies.
The full inclusion criteria are available on request and will match the update to the Teaching and Learning Toolkit. Additional qualitative studies may need to be reviewed for the background to each approach.
Data will need to be extracted from all included studies using the 100 variable data extraction tool that is being used for the EEF database project. Extracted data will include – contextual information for each study, details of intervention delivery, and outcome data. The full data required can be found on the EEF website.
Our preference is for the data to be extracted using EPPI-reviewer software so that it is easily importable to our wider database – additional funding will be made available to fund licences for teams using EPPI-reviewer.

Research Questions
Research questions will be finalized as part of an iterative process with the chosen team but may include:
1. What approaches have evidence of impact within the classroom on pupil outcomes?
2. What are the key features of examples that have been successful in improving pupil
outcomes?
3. Do approaches have differential effects on any groups of pupils (for example, Key Stage 2 pupils, or pupils eligible for free school meals? Or, in certain subjects?)
Outputs
As an output, we are looking for:
• A school facing publication, co-authored with the EEF team that details the evidence behind commonly used school approaches inspired by cognitive science. The publication will be similar to the marking review published by the EEF in 2016;
• A review protocol specifying the methodological detail of the project;
• A write up of the systematic review itself (with details on methodology etc.), which will be
peer reviewed;
• A set of extracted data (ideally within EPPI-reviewer) that could form the basis for a future strand of the Teaching and Learning Toolkit.

Budget
This is a new line of work for the EEF and so we are not indicating a suggested budget here. As part of this proposal we ask that teams suggest the outline of a budget, we will then discuss this further with the preferred bidder (not included in word limit). Budgets should reflect the expectation that this will be a systematic review and the timeline for the work.

How to apply
We welcome proposal from individuals, universities and other research organisations. Your bid should outline in no more than 2,500 words:
• Your proposed approach to conducting the review
• How will you will meet the key deliverable
• Your credentials for undertaking the review in terms of an understanding of the school
system, systematic review methods, the EEF’s remit, the challenges around introducing new programmes and approaches in the classroom, as well as a knowledge of the evidence base.
The deadline for submitting the initial proposal is 7th February. The EEF team will contact a shortlist of organisations with the most promising proposals, with a view to selecting a reviewer by the 20th February. We would like the project to report by the 23rd November.
Please send completed bids and direct any questions to: [email protected]

For  more Information: Visit the website for Education Endowment Foundation (EEF) Cognitive Science Approaches in the Classroom

Israel Wellington Jeremiahhttp://empowermentopportunities.com
Israel Wellington Jeremiah is the Admin and publisher at Empowerment Opportunities. A seasoned online publicist and an entrepreneur.

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