“More Urban Myths about Learning and Education” is now available!

No, we weren’t done. Four years after our first book Urban Myths About Learning and Education, it’s high time to share all the factchecks that Paul, Casper and myself have been working on. In the book we discuss over 30 new myths, again using the 3 labels ‘complete nonsense’, ‘nuanced’ and ‘we don’t know’, the… Read More “More Urban Myths about Learning and Education” is now available!

The impact of shared book reading on children’s language skills (Best Evidence in Brief)

There is a new Best Evidence in Brief  with – amongst others – this meta-analysis: This meta-analysis, published in Educational Research Review, explores whether shared reading interventions are equally effective across a range of study designs, across a range of different outcome variables, and for children from different socioeconomic status (SES) groups. Studies were included… Read More The impact of shared book reading on children’s language skills (Best Evidence in Brief)

Two very similar theories but from two different backgrounds: CLT and the Scarcity Mindset

John Sweller’s Cognitive Load Theory has been quite successful for the past few years, with e.g. Dylan Wiliam calling it the most important theory in present day education. The essence is that our short term memory is limited in the number of elements it can contain simultaneously. I do prefer the distinction Sweller originally made… Read More Two very similar theories but from two different backgrounds: CLT and the Scarcity Mindset

A new 8-year long longitudinal study on time spent on social media shows a non-impact on mental health

I’m sure this still will come as a big surprise to many, but it’s pretty difficult for results to be as clear:   Time spent using social media was not related to individual changes in depression or anxiety over 8 years. This lack of a relationship was found even in the transition between adolescence and… Read More A new 8-year long longitudinal study on time spent on social media shows a non-impact on mental health

Parents’ vocabulary and grammar as an influence on bilinchildren’s acquisition of English

A new study examines for first time the parents’ vocabulary and grammar as an influence on children’s acquisition of English. From the press release: The way a highly proficient speaker of English talks to a child is different from the way a less proficient speaker does. Even for two-year-olds, these differences matter in how they… Read More Parents’ vocabulary and grammar as an influence on bilinchildren’s acquisition of English