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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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Why ‘What Works’ Doesn’t

There’s not a day goes by on Twitter without educators arguing over their preferred pedagogies, and which one has ‘proven’ to be the most ‘effective’.  I use inverted commas because proof, absolute proof, is a slippery concept. And the interpretations of effectiveness are equally complex – most measures of effectiveness focus upon academic performance: crudely, does the given innovation improve test scores? Let’s put aside the question of whether, in a world where employers and colleges are increasingly disregarding terminal exam performances, and students ability to regurgitate content, this is the most commonly cited measure of effectiveness. The other key question lies in what’s …

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Engaged Learning Nominated In Best UK Blog List

We’re delighted to announce that the blog featured on this site has been nominated for best UK educational blog by UK Ed Chat. If you’d like to vote for us please CLICK HERE. Please note that votes are accepted from anywhere in the world – we know we have a lot of international readers – all are eligible to vote! But hurry, voting ends April 9th midnight (UK time)

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