Addressing the Attainment Gap through Early Intervention: Assessment of the First of a Multi-Year Project

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Ahmed, F. 2021. Addressing the Attainment Gap through Early Intervention: Assessment of the First of a Multi-Year Project. Research in Teacher Education. 11 (2), pp. 12-17. https://doi.org/10.15123/uel.8q582
AuthorsAhmed, F.
Abstract

This paper follows on from a previous paper where we identified issues with the way the attainment gap is calculated. We identified that to address this gap solely using academic research is unlikely to be effective and that schools also needed to conduct their own research to develop approaches that best meet the needs of their students. Furthermore, based on research from the Education Endowment Foundation and the Department for Education, we identified that the most effective approaches are ones that begin early, continue over the long term and meet the specific needs of students. Finally, based on research conducted within our school, we identified that our students' challenges centred primarily on issues relating to beliefs, self-study, health and support. As a result, we developed a multi-year mentoring project aimed at addressing these challenges. This paper discusses the initial findings after the first year of this multi-year project.

JournalResearch in Teacher Education
Journal citation11 (2), pp. 12-17
ISSN2046-1240
2047-3818
Year2021
PublisherThe School of Education and Communities, University of East London
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Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8q582
Publication dates
OnlineNov 2021
Publication process dates
Deposited02 Mar 2022
Copyright holder© 2021 The Author
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