Author Archives: evidenceintopractice

Putting evidence to work

Originally posted on Evidence into Practice:
With the resurgence of interest in evidence-based research in education, whether arising from randomised controlled trials conducted in classrooms or from cognitive science, there’s an on-going question about how we can get this evidence…

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No, don’t forget everything we know about memory

Originally posted on Evidence into Practice:
With a renewed interest in cognitive science within teaching, are we in risk of “conflating hypothetical models with proven neuroscience since accepted facts can quickly become ‘neuro-myths’ when new research contradicts popular theories” as Ellie Mulcahy…

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Eliminating unnecessary workload

Originally posted on Evidence into Practice:
The ‘Workload Challenge’ consultation ran between 22 October and 21 November 2014. In February 2015 the analysis of this survey was published. The survey asked three main questions about workload: Tell us about the…

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Lesson observations: Would picking a top set get you a better grading?

Originally posted on Evidence into Practice:
Lesson observations: Approach with caution! For any measure of teaching effectiveness to be useful, it needs to be valid. To be valid, a measure also needs to be reliable. Reliability represents the consistency of…

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Attachment Theory: Why teachers shouldn’t get too excited about it.

Originally posted on Evidence into Practice:
John Bowlby: Attachment theory The British psychologist John Bowlby is fairly synonymous with attachment theory. From his clinical work with ‘juvenile delinquents’ over the course of World War II be began formulating ideas about…

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Germane load: The right kind of mental effort?

Originally posted on Evidence into Practice:
Despite our vast capacity to hold information in long term memory; our working memory is extremely limited and becomes overloaded very easily. Greater insight into these problems and some practical ideas about what to…

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Psychology of behaviour management (part 3)

Originally posted on Evidence into Practice:
In the last posts, I briefly examined some of the key ideas and limitations of offering rewards and sanctions, and restorative approaches. Both of these tackle the issue of behaviour at an individual level;…

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The psychology of behaviour management (part 2)

Originally posted on Evidence into Practice:
A frequent observation in schools is that the same children tend to end up in detention over and over again. The belief that ‘punitive’ approaches to school discipline were proving ineffective or even counter-productive…

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The psychology of behaviour management (part 1)

Originally posted on Evidence into Practice:
The topic of behaviour management and the problems teachers face in dealing with disruption to lessons continues to evoke strong argument within teaching. The extent of the problem was explored in a 2014 paper…

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The ‘artificial science’ of teaching: System vs Individual competence

Originally posted on Evidence into Practice:
Over the last two posts, I’ve been exploring the extent to which teaching is a natural ability and whether there is a formal or ‘professional’ body of knowledge or set of skills required for…

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