There seems little point in doing ever more research if we don’t take stock of what the vast array of research that has already been done can tell us. Summarising just the overall results of re-analysed multiple studies through meta-analyses:Ī Synthesis of Over 800 Meta-Analyses Relating to Achievement (subtitle) Classifying Factors and Emphasising Factors that Teachers can control. Hattie has addressed this challenge in a number of ways: Too often teachers simply continue doing ‘what worked last time’ (i.e., what didn’t cause a stressful profession to become even more stressful) without reflecting on the evidence of any impact on their students’ learning or their own practice, let alone the vast and alienating world of academic research. Teachers can thus find some support to justify almost all their actions – even though the variability about what works is enormous. There are so many solutions and most have some form of evidence for their continuation. One of the great challenges faced by teachers is the vast amounts of research that have been conducted about their professions for which they have very limited amounts of time and/or nuanced knowledge about research methods, esoteric language and epistemic models to consider in their daily practice.
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