Information about education provided online, with recent results of scientific research and useful information for teachers, parents, students and the general public. Contributing to an informed debate.
Cold Calling and Classroom Discussions
Inserting questions into a lecture, and encouraging students to covertly retrieve through cold calling, ought to improve learning from a lesson. If time does not permit writing out the answers (one form of overt retrieval), or doing so would disrupt the flow of a discussion, then students should still benefit from bringing the information to mind if they are encouraged to do so fully through cold calling.
Megan Sumeracki
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Math Practices You Can Count On: Part 5
Research-validated practices have been shown to be effective for student mathematics outcomes across multiple studies. In this five-part series, we explain the practice, the research that supports the practice, and what this practice might look like in the classroom.
Centre for Independent Studies
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Math Practices You Can Count On: Part 4
Research-validated practices have been shown to be effective for student mathematics outcomes across multiple studies. In this five-part series, we explain the practice, the research that supports the practice, and what this practice might look like in the classroom.
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Math Practices You Can Count On: Part 3
Research-validated practices have been shown to be effective for student mathematics outcomes across multiple studies. In this five-part series, we explain the practice, the research that supports the practice, and what this practice might look like in the classroom.
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Math Practices You Can Count On: Part 2
Research-validated practices have been shown to be effective for student mathematics outcomes across multiple studies. In this five-part series, we explain the practice, the research that supports the practice, and what this practice might look like in the classroom.
related
Math Practices You Can Count On: Part 1
Research-validated practices have been shown to be effective for student mathematics outcomes across multiple studies. In this five-part series, we explain the practice, the research that supports the practice, and what this practice might look like in the classroom.
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Do two weeks of instruction time matter?
In Madrid, public schools cut two weeks from their school year without altering the syllabus. We examined student test scores before and after this change and compared them with private schools, which didn't experience this shift.
Ismael Sanz Labrador
Juan de Dios Tena Horrillo
Dramatic new evidence that building knowledge can boost comprehension and close gaps
Building students’ general knowledge can lead to dramatic long-term improvements in reading comprehension, a new study suggests—casting serious doubt on standard teaching approaches.
Natalie Wexler
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The gift of gifted children
When discussing education systems, the focus is usually on low-performing students. Often the reasons for a low performance are linked to the students’ disadvantaged socioeconomical or immigrant background: youngsters who struggle with their shortcomings, their motivation to learn and even to be at school. The other end of the spectrum is discussed less frequently.
Gunda Tire
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Educational videos: do they work?
Educational videos proliferate on the Internet, but they might not be good pedagogical tools. A very recent study indicates that, in mathematics, educational videos only provide superficial learning. However, combining videos with effective learning strategies, such as retrieval practice, might increase the instructional value of the videos.
Ludmila Nunes
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Academic success is also the result of a good night's sleep
The quality of sleep remains generally underestimated, particularly with regard to academic performance. Two recently published studies have proven that good-quality sleep can contribute to academic success.
Joana Rato
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Does Developing a Growth Mindset Help Students Learn?
Growth mindset has become a wildly popular theory in the last 15 years, due not only to a book that has sold more than 2 million copies and a TED Talk that’s been viewed more than 14 million times but also to countless professional development sessions, Pinterest boards, and blog posts. It’s no wonder that in a 2016 survey of American teachers, just 4 percent said they were “completely unfamiliar” with mindset theory. Is there any substance behind the hype?
Daniel T. Willingham
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