Sometimes you read research that aligns beautifully with your vision. And sometimes it clashes with what you already knew, or thought you knew. For example, because it seems to contradict previous research you have read. Or worse, because it is not necessarily in line with… your own research. But that is precisely why I felt obliged… Read More Do we overestimate the effect of a good teacher-student relationship on learning performance?

Yesterday I wrote about high expectations and a new study suggesting that those expectations may become visible in something very concrete: the tasks you give your students. Teachers were much less inclined to assign cognitively challenging mathematics tasks when thinking about low-performing students than when thinking about high-performing students. Today I came across an inclusion… Read More Inclusion Should Not Mean Lowering the Bar

Today, a study immediately reminded me of a classic, frequently cited study. Oh, and also of the importance of having high expectations in education. Of course, expectations are about what you think students can achieve. But perhaps you can see them even more clearly somewhere else: in the tasks you give your students. This is… Read More High expectations are also about the tasks we give students