Archives for Pricey

Lies, Damn Lies, And Conscious Misrepresentation of Evidence

An earlier post of mine, on ‘what counts as evidence’, generated a healthy debate, and I thought I could leave the thorny problem of ‘what works’ in education for a while. Maybe lighten the mood with a blog about the all-out assault on the judiciary in post-Brexit Britain, or what’s an appropriate response to a Donald Trump presidency, something like that. But the ‘evidence’ issue reared its contentious head again yesterday, November 4th, so The Donald might have to wait. The flashpoint was the publishing of a report by the Educational Endowment Foundation (the UK equivalent of America’s What Works …

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Is It Time For A Different Story?

  “It is not what you put into the child, but what you draw out that constitutes education.” BH Montgomery Head, King Alfred School 1945-1962 This has been one of those weeks that I suspect I’ll remember for a very long time. A week ago, I was giving a keynote at King Alfred School, in London. The school is an independent school and, if I’m being completely honest, not one that I would have spoken at in the past. I’m so glad I decided to accept the invitation to speak there. The occasion was the Annual Conference of the King …

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What Counts As Evidence in Changing Practice?

(This is one of my longer posts, but it necessarily deals with quite a lot of detail – I’ve tried to shorten it through the inclusion of links to further detail) A few weeks ago I was embroiled in a heated (though ultimately futile) argument with a teacher from Australia who claimed that I was training teachers in a methodology (Project-Based Learning) for which there was no positive evidence. Even as I was presenting the evidence, I knew it would make little difference to his view: for all the supposed impartiality of educational researchers, personal bias and the cherry-picking of …

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