The educational world is a strange place with its own tribal conventions, familiar rituals, ingrained behaviours, and unique lexicon. Within the K-12 school system, educational innovations come in waves where “quick fixes” and “fads” are fashionable and yesterday’s failed innovations can return, often recycled in new guises.
Education research is rarely applied where it is needed in challenging the assumptions of current orthodoxy and teaching practice. Only one out of every ten curriculum or pedagogical initiatives is ever properly evaluated, according to the Organization of Economic Cooperation and Development (OECD) ‘s Education Office, managers of the Program of International Student Assessment (PISA).
Growing numbers of classroom teachers, as well as serious education researchers, are looking for evidence of “what works” before jumping on the latest educational bandwagon. That’s the spark that ignited the British teachers’ movement known as researchED challenging prevailing myths, questioning entrenched theories, and demanding evidence-based teaching…
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