Maybe this study shouldn’t be a study but a service to schools. Jane Pegram and colleagues examined the different interventions and programs used by 10 schools in Wales and checked the evidence base for these interventions. The results are sobering in several ways: The last decade has seen an increased focus through policy and research… Read More How much of what a school does is evidence-informed? Interesting study
This is an interesting paper that I’ve found via this tweet: Psychologists have posited hundreds of cognitive biases over the years. A new paper argues that they all boil down to one of a handful of fundamental beliefs coupled with confirmation bias. https://t.co/bDDmNftq7M pic.twitter.com/6jEgsYp9CA — Steve Stewart-Williams (@SteveStuWill) March 18, 2023 Or as Oeberst and… Read More Maybe it’s all just confirmation bias?
The answer is partial yes, as most things are the result of an interaction between genes and the environment. Still, a new Harvard study by Jennifer Zuk and colleagues has examined the neurobiological predispositions for musical talent — in infancy. These are their findings in short taken from the press release: Early aspects of brain… Read More Is musical ability already programmed in the genes?
Yesterday the Best Evidence in Brief newsletter shared a very relevant study to everybody wanting to use evidence in education: “Evidence-based,” a currently popular concept, assumes that identifying the high-quality interventions with valid positive results will enhance educational outcomes on a widespread scale. Clearinghouses (CHs) push this process forward by setting their chosen scientific criteria,… Read More Evidence-based? But what about the evidence?
At first, I thought this study to be very obvious, as this summary is unsurprising: “It makes a big difference whether someone perceives a test as a challenge or a threat. Examiners can have an influence on this.” But luckily, I read on and found the insight mentioned in the title. The following advice is… Read More During tests, feelings of challenge and threat are independent of each other
Different readers of our book The Psychology of Great Teaching, told us that one of the key lessons they learned while reading was that we often underestimate what children can do. This new study is another example, as the researchers have found that children start to develop the basic skills that underlie map reading at… Read More Underestimating children part 231: at what age can children learn how to read maps?
Ok, I have to admit: this joke is maybe pretty lame. But it did make me smile a lot.
Originally posted on Larry Cuban on School Reform and Classroom Practice:
These survey results appeared March 1, 2023 Teachers use OpenAI’s ChatGPT for lesson planning and to generate creative ideas for classes, according to the first national survey of teachers and students about ChatGPT and technology, released today by the Walton Family Foundation. While much…
Last month Peter Gray, David Lancy and David Bjorklund published a commentary in The Journal of Pediatrics, claiming that “Decline in Independent Activity as a Cause of Decline in Children’s Mental Wellbeing: Summary of the Evidence”. I must admit I first started reading before checking who wrote it, but it didn’t take long to guess… Read More Is there a link between the decline of free play and mental issues?
From experience to meaning... 