You’re doing it all wrong: context and complexity in Ed-research and debate. | Tom Sherrington

A sample Hattie’s visible learning effect-sizes 

It’s continually frustrating to me that so much of the discourse in our debates and in the reading of education research reduces teaching and learning effects to crude averages and sweeping assumptions, ignoring complexity and context   At the same time, it’s equally frustrating that some people’s response to this complexity is to reinforce a view that ‘anything goes’.   Surely a more sensible position would allow us to embrace research evidence about effective teaching whilst also recognising its limits and being extremely cautious about…

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