One way to boost achievement in math, researchers say, is to avoid mention of innate skill and stress that math can be learned. Another is to expose children to adults with different areas of expertise, and offer a wide variety of activities and books. Gaps are smaller when extracurricular activities are less dominated by one gender.
There are teachers and leaders who believe that researchers have little to do with their classroom practice, but the reality is that what researchers do has a direct effect on everything that happens in the classroom. We may think that we work in silent protest to research but the reality is that it all trickles down into our little casual corner called our classrooms and schools. And we should stop being blithely unaware of it all.
Amanda Heffernan, Scott Bulfin and David Bright of Monash university discuss their experiences of completing research degrees while teaching, and offer advice for anyone considering pursuing a research degree while still working in a school.
— Aaron Davis 🏘️ (@mrkrndvs) May 11, 2014
Still not sure I’m any closer though.
Any intervention in schools, and any implementation of research, involves questions of power. How do we make sure that the most vulnerable have a voice and are not shut down in the name of listening to ‘the research’?
Sam Wineburg has talked about this process as taking bearings, and I like that term a lot. Before trudging blindly into an article, pull out the compass and the map and figure out where you landed. It’s so simple to do, there’s really no excuse for not doing it.
This is a generally brilliant set up for any researcher, professor, journalist, or other stripe of writer for providing online content, particularly when they may be writing for a multitude of outlets.
When considering the utility and purpose of student reports, it is important to distinguish what it is exactly that teachers are asked to report. The words ‘achievement’ and ‘progress’ are often used interchangeably in student reports and conflated to mean the same thing. Indeed they are highly related concepts; it is often through tracking one’s achievements that a sense of one’s progress can be measured. However, if achievement is taken only to mean the grades, scores or marks received on summative assessment tasks, then progress often appears only to mean whether the child’s standard of achievement (their grades) is improving, maintaining or declining. Where progress is understood differently – to mean ‘increasing “proficiency” reflected in more extensive knowledge, deeper understandings and higher-level skills within a domain of learning’ (Masters, 2017) – an emphasis only on reporting achievement on summative assessments would give very little sense of a child’s progress from where they began.
Tonight’s #aussieED Twitter chat has been advertised as talking about ‘bad research’ and ‘good research’, and also asking ‘where can a good teacher turn?’ for research. The topic of research in education is a popular one. Teachers are encouraged to use evidence-based and research-informed practices. They are encouraged to know what research is worth listening to, what is worth ignoring, and what has been debunked (hello, learning styles and other neuromyths like ‘we only use 10% of our brains’ and left/right brain learning). Education researchers seek to disseminate their research to the profession. Some organisations seek to bridge the gap between education research and practice. Yet a gap remains.
Have You Heard discusses the rise of the “data boyz,” the quantitative methodologists who increasingly determine what counts–and what doesn’t–in education research. Special guest: UC Berkeley economist Jesse Rothstein.
Some interesting points made about the Mafia pact that silences critique.