You look at a pupil or student who is almost there. Their answer or work is no longer really wrong, but not quite right either. And that often feels like good news. We see something to build on, point out what is already working, and offer some encouragement. That makes sense. But this is also… Read More When “almost right” helps less than being wrong
There are a few debates in education that escalate as quickly as those about research. Before we even get to the substance, we are already arguing about paradigms. Positivist. Post-positivist. Interpretative. Critical. As if choosing one lens automatically makes all others irrelevant. After my recent post on a study in Nature (actually 3 studies), I… Read More Educational research is a house with many rooms. But some doors are better left open.
I read a lot of research. Given personal circumstances, even more than usual lately. And while much of what I read mainly seems to confirm what we already know or adds a certain nuance, every now and then I come across a study that makes me think: I had never considered this before. The title… Read More When inclusion falls silent: what teaching in wartime reveals
No Funny on Sunday today as I’m mourning the loss of my grandfather, who passed away yesterday. I want to share one of his favourite songs. Have a nice day, take good care of each other.
This new study by Olivia Miske and many colleagues, published in Nature, is generating a lot of online discussion. Which makes it a good moment to take a closer look and separate fact from fiction. Let’s start with something that already goes wrong repeatedly in the online debate. People use reproducibility and replicability interchangeably, even… Read More What this Nature study really says about education research
Sometimes you read a study that doesn’t really tell you anything new, and yet sharpens things considerably. This is one of those. Johanna Grimm and Tobias Richter looked at whether you can train students to think more “rationally”. In practice, that means relying less on intuition, thinking more systematically, and avoiding common cognitive biases more… Read More Learning to think rationally ≠ learning to argue better
I already raised this on my blog before: when we talk about the increase in mental health problems among young people, these seem to be rising mainly among children from more advantaged backgrounds. At the same time, it remains true, as it has for decades, that young people from lower socioeconomic backgrounds are on average… Read More Is the mental health crisis amongst young people an elite problem? A longer read on a complex theme!
As an education mythbuster, I often get questions about statements people make. In recent weeks, one in particular has come up several times: “Reading comprehension does not exist.” For some, that may sound odd. For others, there may be something to it. Perhaps because it touches on something that has been bothering education for quite… Read More Does “reading comprehension” even exist?
Some children are simply late to start talking. We call them late talkers. It seems logical that this resides within the child. A matter of innate ability. Be patient, and it will sort itself out. A recent study in Child Development by Avelar and colleagues raises some questions about that idea. The researchers studied nearly… Read More What childcare teaches us about late talkers and language development
Hattie’s effect sizes still tend to pop up in my blog posts and talks, though usually with the necessary caveats. By now, however, I’ve come to realise that his idea that anything above .40 represents added value has been leading us astray for years. A recent study by Vera Busse and colleagues on writing instruction… Read More Why an Effect Size of .11 Still Matters in Writing Instruction