When can you trust the experts: how to tell good science from bad in education
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Professor Dan Willingham

Willingham helps teachers identify and separate good ‘educational science’ from bad, arguing that teaching practice should be based on sound empirical evidence rather than baseless fads and quackery.

He helps teachers, administrators, and pupils’ families determine which new educational approaches are scientifically supported and worth adopting.

Willingham says in order to identify good science teachers should look at the core claim of the research, and evaluate the process that was used to arrive at that claim; trace it, to see who originated the idea, and what have others said about it; and analyse it by asking what is the nature of the evidence on offer, and how does it compare to their own experience? Applying this method to education research will help teachers distinguish worthwhile evidence from agenda-pushing ‘fads’. 

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Professor Dan Willingham

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Asking teachers to take a critical look at different evidence from teaching practice, this work will be useful for newly qualified professionals trying to make sense of the myriad of research available, as well as more discerning experienced professionals. 


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R091 / 243
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