ISI Research: Literature Review

Abstract

Synopsis: A review of studies into the impact of P4C over the past three decades in primary and secondary schools. Studies were subject to stringent criteria for selection including whether or not they showed experimental/control group design and whether tests used were norm-referenced. Ten studies met the stringent criteria for inclusion, measuring outcomes by norm-referenced tests of reading, reasoning, cognitive ability and other curriculum-related abilities, by measures of self-esteem and child behaviour, and by child and teacher questionnaires. Main Findings: All students showed positive outcomes. The mean effect size was 0.43, with low variance, indicating a consistent, moderate positive effect for P4C on a wide range of outcome measures. The implications for practice, policy and future research were explored. At the time of the study it is not possible to say if the findings above would be replicated if P4C were rolled out to a larger number of pupils. However, there is much in the studies to support the findings of the more general study by Locke, Ginsberg and Peers (2002), which concluded that the development of spoken language should be a priority for all young children and that this emphasis is particularly beneficial for children from disadvantaged socioeconomic backgrounds.