While the main focus of the media coverage on PISA 2018 will be on the rankings, two other volumes are also released today with a special spotlight on… the growth mindset by Carol Dweck. But while 15-year olds around the globe were filling in the OECD-questionaires, 2018 turned out to be not such a great… Read More Growth Mindset and #PISA2018, a concept with some recent issues (an overview)
I shared this updated list of the effect sizes of 250+ influences on student achievement already on my Dutch blog, but I think many readers of this blog will appreciate me sharing them here too. Some of the effect sizes became less enormous since the 2017 update, e.g. collective teacher efficacy and Teacher estimates of… Read More The update list of effect sizes by John Hattie, but…
Last night I arrived in New Orleans to give my own keynote at the E-Learn 2019 conference, but looking at these slides by Saul Carliner, I’ve missed a very interesting keynote! I’ll be sharing my keynote later today!
There is a new Best Evidence in Brief and this time everything seems to be relevant, but I chose this new evaluation: The Education Endowment Foundation in the UK has published an evaluation of Digital Feedback in Primary Maths, a program that aims to improve primary school teachers’ feedback to students. The intervention uses a tablet… Read More Disappointing results for digital feedback in primary math (Best Evidence in Brief)
Just a while ago I wrote a piece on this blog about scarcity mindset and cognitive load theory. Today I discover this review by Hawthorne and Vella-Brodrick, co-authored by John Hattie about the link between well-being and cognitive load theory and just like me they kept using the distinction between extraneous, intrinsic and germane load,… Read More Well-Being as a Cognitive Load Reducing Agent: A Review of the Literature
Found this infographic via this tweet. Click on the image for a readable version! Update: found a better version of the original infographic here:
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)
