Activating Children’s Thinking Skills (ACTS) An Intervention Evaluation Study

This study investigated the impact of an infusion intervention on the cognitive, emotional and social development of Year 4 and Year 5 children across 10 schools in a large county. A two year intervention period was utilised to ascertain effects over time and contexts to monitor transfer and maintenance (Blagg, 1991; McGuinness, 1993; McKinstery & Topping, 2003). The project provided a unique contribution to the specialist sphere of thinking skills by using an experimental and matched waiting list control group to overcome limitations of earlier research design (Blagg, 1991; DfEE, 1999; Gorodetsky et al., 2002; Sternberg & Bhana, 1986). A multi-method pre, post and delayed post test using standardised measures across a range of learner outcomes developed research further in the domain of student effects in the primary age range (Coles, 1999; Nisbet, 1993; McKinstery & Topping, 2003; Watkins et al., 2001; Wilson, 2000). Furthermore, the research offered a distinctive insight into the perceptions of the key players involved through triangulated qualitative analysis which, unlike earlier studies examined the practicalities of the program in real life educational environments (Higgins et al., 2004; McGuinness, 2003; TES, 2002; Topping, 2002; Wilson, 2000). Key findings demonstrate the impact of the ACTS intervention on enhancing children’s cognitive abilities over a two year as opposed to a one year intervention period. This resonates with similar studies in which such an extended time period is considered essential to generate cognitive change (Blagg, 1991; Feuerstein et al., 1980; Shayer & Adey, 1993). Correspondingly qualitative data from students and staff illustrate that