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Sexist brain myths

Today, in our mythbusting series, we look at ‘scientifically-founded’ claims about differences between the male and the female brains. It’s a recurrent theme in publications about health as well as education, ‘studies show’ followed by some claim about a new remedy to cure all ailments. Caryl Rivers and Rosalind Barnett busted a popular neuromyth about […]

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Replication of scientific results should be the rule, not the exception

A recent special issue of the journal Social Psychology is dedicated to an admirable effort to replicate 27 studies that have been cited numerous times in the scientific literature and attracted much media attention. Social psychology has been plagued recently by a number of scandals, but now, it seems, social psychologists lead the way to […]

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Half of the Statistics in Visible Learning are wrong (Part 2)

In this second post about the statistics in ‘Visible Learning’, the author, British mathematician Ollieorange2, asks some uncomfortable questions about the self-correcting capacity of the education science community. For me, two questions remain: If half of the statistics are wrong, how does that affect the recommendations to teachers based on those statistics, and How much […]

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John Hattie admits that half of the Statistics in Visible Learning are wrong

Originally posted on ollieorange2:
At the researchED conference in September 2013, Professor Robert Coe, Professor of Education at Durham University, said that John Hattie’s book, ‘Visible Learning’,  is “riddled with errors”. But what are some of those errors? The biggest mistake Hattie makes is with the CLE statistic that he uses throughout the book. In…

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Linker-en rechterhersenhelft, leerstijlen, Brain Gym en andere neuromythen

Het brein, en zeker het puberbrein, staat de laatste jaren nogal in de belangstelling. Kennis over de werking van onze hersenen is zeker nuttig in het onderwijs, mits het gaat om wetenschappelijk betrouwbare kennis. Veel van de verhalen die in het onderwijs binnensijpelen blijken echter op twijfelachtige of zelfs onjuiste theorieën te berusten, waarvoor wetenschappelijk […]

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Originally posted on Webs of Substance:
“Inquiry” is quite the fashion of late. By this, I mean a vogue for framing units of study around questions rather than concepts. Some of this is clearly linked to the success of Grant Wiggins’ and Jay McTighe’s system of “Understanding by Design” and its requirement to frame learning…

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24 september: NRO Matchmakingsbijeenkomst voor praktijkgericht onderwijsonderzoek

Werkt u in het onderwijs en heeft u een goed idee voor onderzoek? Of bent u onderwijsonderzoeker en wilt u graag onderzoek doen met en in de praktijk? Kom dan naar de NRO Matchmakingsbijeenkomst voor praktijkgericht onderwijsonderzoek op 24 september 2014. De bijeenkomst duurt van 16:00 tot 19:30 uur en wordt gehouden in de Jaarbeurs, […]

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Daniel Willingham on the difference between education research and ‘hard’ sciences

Recently, I came across an interesting blog post by Daniel Willingham discussing an artcle by American physicist and Nobel Prize winner Carl Wieman. In his article Wieman compares the rigor of ‘hard’ science with education science. Quite surprising maybe for some of us, Wieman argues that education research shares many properties with the hard sciences, […]

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Can teachers really be researchers?

Originally posted on Psych(ed):
As the debate over evidence-based teaching continues there appears to be two separate strands emerging: Strand 1: Teaching should be evidence-based (or evidence-informed). I certainly have no issue with this, although the view of ‘what works’ is perhaps a secondary debate. Strand 2: Teachers should also be researchers. At a…

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More nonsense for teachers to avoid

Originally posted on Evidence into practice:
I recently ran a staff survey asking for comments and suggestions about our peer-coaching programme. Within this questionnaire, I also asked what teachers would find interesting to read on this blog and one response asked for something on using Neuro Linguistic Programming as an effective way of communicating to…

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