It must have been 2012 when I first read Rousseau en ik (Rousseau and me) by Dutch philosopher Maarten Doorman. While it’s impossible to underestimate Jean Jacques Rousseau’s influence on our thinking about education and raising our children, I discovered that he was instead a jack of all trades but master of none. And then… Read More One of education’s fascinating dirty little secrets
Earlier this month a The World Federation of ADHD published an “International Consensus Statement: 208 Evidence-based Conclusions about the Disorder” to answer the many questions and claims that often surround ADHD. In short what do we know about ADHD? ADHD occurs in 5.9% of youth and 2.5% of adults. Most cases of ADHD are caused… Read More What do we know about ADHD?
This week I’ll only do live online classes with my students as they have asked our team several times to have as many live sessions as possible. Still, this new review study does show that prerecorded videos can help to learn. The researchers do plea for a combination of regular teaching and videos. Do note… Read More This review study gives a bit of hope – or depending on who your are some despair: prerecorded videos can help learning in higher education
Learning styles, don’t get me started… It’s an education myth I’m a bit tired of, and that’s a euphemism. Often when giving talks about urban myths about learning and education I tend to think that everybody already knows that e.g. learning styles have been debunked. Most of the time I have to discover that this… Read More New review shows that learning styles aren’t dead yet… (but says also something important about the research)
There is a new Best Evidence in Brief and this time I picked this study from this biweekly newsletter: Social-emotional learning (SEL), such as the ability to set goals and manage frustration, have been positively associated with academic outcomes. These findings have encouraged policymakers to implement programs that help students build up their SEL competencies. However, the… Read More Does SEL lead to more actual learning? New study examines the long-term impact (Best Evidence in Brief)
We’ve known the importance of a good solid relationship between teachers and students or pupils for a long time now, but how can you work on that relationship? A new meta-analysis by Kincaid et al tries to answer that question by examining what successful programs have in common: Of the proactive direct practices, the most… Read More New meta-analysis shows how teachers can strengthen their relationship with their students
There is a new Best Evidence in Brief and this time I picked this study from this biweekly newsletter: Is exposing students to course acceleration the best way to help their skills acquisition? Recently RAND Corporation’s Andrew McEachin and his colleagues investigated the impact of enrolling in advanced math courses on students’ achievement and heterogeneity across schools.… Read More Is course acceleration a good-for-all policy? (Best Evidence in Brief)
Today the new TIMSS results were published, this is the press release on the whole study (most countries only talk about themselves…) International results find most countries are reaching minimum proficiency, gender equity eroded in mathematics at fourth grade, and teachers requiring more professional development for integrating technology into their teaching. The Global Education 2030… Read More Press release: New TIMSS 2019 findings reveal science and mathematics achievement is on the rise
I replied myself in a very short way: As an educational scientist, I have to object. These are all fields of research. — Pedro De Bruyckere (@thebandb) November 26, 2020 My friends David Daniel and Daniel Willingham aka The Daniels made this more elaborated reply with extras.
This talk Martin and I had, was inspired by this post and this post.
