Category Archives: Research Lead

Limitations of meta-analysis

Here’s an interesting blog article looking at how effect sizes of educational interventions (as measured by standardised reading and maths tests) decline as students get older. It’s an important caveat to bear in mind when looking at meta-analyses of effective … Continue reading

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Evaluating educational interventions

Article by Willingham about the processes teachers should undertake when planning to adopt innovations in teaching. In an industry riddled with snake-oil (e.g. brain gym) and pseudoscience (e.g. NLP) – it’s a worthy read! Measured Approach or Magical Elixir? Willingham … Continue reading

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Professor Robert Coe at ResearchED 2013

Interesting talk at the Researched 2013 conference by Prof. Robert Coe looking at the limitations of educational research and looking at aligning practice better with evidence. Practice & Research in Education: How Can We Make Both Better, and Better Aligned?

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Research for Teachers: Pupils in low attaining groups

Here’s an article (courtesy of Maxine) looking at what makes teaching and learning effective for pupils in low attaining groups. GTC (2009) Research for Teachers: Pupils in low attaining groups

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Meta-analysis of ‘what works’

A meta-analysis is an analysis of a large number of studies and is used to try to draw out a general pattern from a very large number of results. Meta-analyses of educational research have become more popular in recent years, … Continue reading

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What would evidence-based practice look like?

Here’s a link to Ben Goldacre’s site, “Bad Science”. There’s some good stuff here generally (including a demolition of Brain Gym), but the link takes you to an article he wrote for the DFES a few months ago about the … Continue reading

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Welcome to Evidence into Practice

First meeting: Weds 26th June, 2pm in SM3 I want this to be a collegial group, so whilst I’ve got some ideas and a proposed direction, I’m very much hoping you’ll help shape what this group becomes. Feel free to … Continue reading

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