“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 effect of the group on learning math, or the “Big-Fish-Little-Pond Effect”

I have been fascinated by the effects of the collective in education – e.g. group composition – for a while now. No wonder this study also caught my attention as it shows that a student’s experience with math is affected by the composition of the group they are in. Weak students in high-performing math classes,… Read More The effect of the group on learning math, or the “Big-Fish-Little-Pond Effect”

New data on COVID and education confirm trends, but there is also some hope

One of the most-read posts on this blog the past few weeks was on the effect the pandemic has had on education. Bottom-line of the 3 studies I mentioned in that post: the online learning didn’t have the same effect for most of the pupils and students and inequality has been on the rise. This… Read More New data on COVID and education confirm trends, but there is also some hope

Are computer-supported literacy interventions effective for young children?

Originally posted on Best Evidence in Brief Index:
By Qiyang Zhang, Johns Hopkins University Computer-assisted learning (CAL) is gaining popularity due to its promise of cost-effectiveness, individualized approach, and enhanced engagement. However, before incorporating CAL in traditional classrooms, it is important to understand the effectiveness of CAL. Recent research, published in Educational Research Review, presents…