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Urban Myths about Learning and Education by Pedro De Bruyckere,Paul A. Kirschner,Casper D. Hulshof Pdf
Many things people commonly believe to be true about education are not supported by scientific evidence. Urban Myths about Learning and Education examines commonly held incorrect beliefs and then provides the truth of what research has shown. Each chapter examines a different myth, with sections on learning, the brain, technology, and educational policy. A final section discusses why these myths are so persistent. Written in an engaging style, the book separates fact from fiction regarding learning and education. Recognize any of these myths? People have different styles of learning Boys are naturally better at mathematics than girls We only use 10% of our brains The left half of the brain is analytical, the right half is creative Men have a different kind of brain from women We can learn while we are asleep Babies become smarter if they listen to classical music These myths and more are systematically debunked, with useful correct information about the topic in question. Debunks common myths about learning and education Provides empirical research on the facts relating to the myths Utilizes light-hearted, approachable language for easy reading
Myths in Education, Learning and Teaching by M. Harmes,H. Huijser,P. Danaher,Mahbub Ul Haq Pdf
This collection brings together international scholars to interrogate a range of educational practices, procedures and policies, around the organizing principle that 'myths' often require critical scrutiny. Engaging with key themes in contemporary global education, the contributors challenge and address educational myths and their consequences.
Seven Myths About Education by Daisy Christodoulou Pdf
In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers: - Facts prevent understanding - Teacher-led instruction is passive - The 21st century fundamentally changes everything - You can always just look it up -We should teach transferable skills - Projects and activities are the best way to learn - Teaching knowledge is indoctrination. In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice. This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.
The researchED Guide to Education Myths: An evidence-informed guide for teachers by Craig Barton,Tom Bennett Pdf
researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Craig Barton busts the most damaging myths in education, editing contributions from writers including: Doug Lemov; Bob and Elizabeth Bjork; Mark Enser; and Claire Sealy.
Five Teaching and Learning Myths—Debunked by Adam M. Brown,Althea Need Kaminske Pdf
Drawing from research in developmental and educational psychology, cognitive science, and the learning sciences, Five Teaching and Learning Myths—Debunked addresses some of the most commonly misunderstood educational and cognitive concerns in teaching and learning. Multitasking, problem-solving, attention, testing, and learning styles are all integral to student achievement but, in practice, are often muddled by pervasive myths. In a straightforward, easily digestible format, this book unpacks the evidence for or against each myth, explains the issues concisely and with credible evidence, and provides busy K-12 teachers with actionable strategies for their classrooms and lesson plans.
50 Myths and Lies That Threaten America's Public Schools by David C. Berliner,Gene V. Glass Pdf
Two of the most respected voices in education identify 50 myths and lies that threaten America's public schools. Berliner and Glass argue that many citizens' conception of K-12 public education in the United States is more myth than reality.
How can we fix America's floundering public schools? Conventional wisdom says that schools and teachers need a lot more money, that poor and immigrant children can't do as well as most American kids, that high-stakes tests just produce teaching to the test, and that vouchers do little to help students while undermining our democracy. But what if the conventional wisdom is wrong? Jay Greene provocatively shows that much of what people believe about education policy is little more than a series of myths advanced by the special interest groups dominating public education.
More Urban Myths About Learning and Education by Pedro De Bruyckere,Paul A. Kirschner,Casper Hulshof Pdf
More Urban Myths About Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts examines common beliefs about education and learning that are not supported by scientific evidence before using research to reveal the truth about each topic. The book comprises sections on educational approaches, curriculum, educational psychology, and educational policy, concluding with a critical look at evidence-based education itself. Does playing chess improve intelligence? Should tablets and keyboards replace handwriting? Is there any truth to the 10,000-hour rule for expertise? In an engaging, conversational style, authors Pedro De Bruyckere, Paul A. Kirschner, and Casper Hulshof tackle a set of pervasive myths, effectively separating fact from fiction in learning and education.
"Education, education, education" has become an obsession for politicians and the public alike. It is seen as an economic panacea: an engine for growth and prosperity. But is there a link between increased spending on higher eductaion and economicgrowth? Professor Alison Wolf takes a critical look at successive governments' education policy and challenges many of the tenets of received wisdom: there are no economic reasons for spending more on higher education in order to stimulate growth. The conclusion of this devastating book is that a large proportion of the billions poured into vocational training and university provision might be better spent on teaching the basics at primary school.
Transforming Education challenges the current global orthodoxy that ‘educational transformation’ can be achieved through a step-by-step implementation of centralised, performance-based strategies for school improvement. Complex responsive processes theory is utilised in an original way to critique leadership myths and explore the alternative, deeper meanings of educational transformation. The theory opens up new forms of understanding about how ordinary practitioners negotiate the meanings of ‘improvement’ in their everyday practice. It is in the gap between the emergence of these local interactions and the predetermined designs of policy-makers that educational transformation can be lost or found. This book is an essential read for education professionals and students interested in the fields of complexity, education policy, leadership and management.
School Choice Myths by Corey A. DeAngelis,Neal P. McCluskey Pdf
Are there legitimate arguments to prevent families from choosing the education that works best for their children? Opponents of school choice have certainly offered many objections, but for decades they have mainly repeated myths either because they did not know any better or perhaps to protect the government schooling monopoly. In these pages, 14 of the top scholars in education policy debunk a dozen of the most pernicious myths, including “school choice siphons money from public schools,” “choice harms children left behind in public schools,” “school choice has racist origins,” and “choice only helps the rich get richer.” As the contributors demonstrate, even arguments against school choice that seem to make powerful intuitive sense fall apart under scrutiny. There are, frankly, no compelling arguments against funding students directly instead of public school systems. School Choice Myths shatters the mythology standing in the way of education freedom.
Bad Education: Debunking Myths In Education by Adey, Philip,Dillon, Justin Pdf
As Ben Goldacre’s Guardian Bad Science column debunks popular scientific myths, this book aims to do the same for education myths and unjustified claims.
Myths and Brands in Vocational Education by Anja Heikkinen,Lorenz Lassnigg Pdf
This book discusses whether certain approaches to (vocational) education have become mythicized and branded, and the reasons for and consequences of this commodification. Additionally, the book also investigates how researchers are contributing to mythicizing and branding in education. Although transnational and comparative studies are increasingly taking into account historical and cultural ideas, is this a result of the exploitation of historical and cultural research for industrial purposes and education export? Educational brands should attract global customers and advertise countries as smart environments for global investments.
Bad Education: Debunking Myths in Education by Philip Adey,Justin Dillon Pdf
"This is an important and welcome book. Readers can see the faults of simplistic judgments, neglect of evidence, dismissal of researchers, and injudicious implementation." From the foreword by Paul Black We all know that small classes are better than large classes; that children are best taught in groups according to their ability; that some schools are much better than others and that we should teach children according to their individual learning styles ... or do we? This book asks awkward questions about these and many other sacred cows of education. Each chapter tackles a persistent myth in education, confronting it with research evidence and teasing out any kernel of truth which may underlie the myth. Leading authors from the world of education each bring analysis and expertise to bear on their chosen subject, presenting their argument in an accessible manner based on sound scholarship. Some of the conclusions drawn in Bad Education are likely to be real eye-openers for many teachers and parents, who will find some of their basic assumptions about education called into question. It is also essential reading for anyone involved in educational policy making or management. Contributors: Philip Adey, Mike Anderson, Ed Baines, Paul Black, Peter Blatchford, Margaret Brown, Guy Claxton, Frank Coffield, Justin Dillon, Julian (Joe) Elliott, Simon Gibbs, Jeremy Hodgen, Neil Humphrey, Annette Karmiloff-Smith, Bill Lucas, Bethan Marshall, Brian Matthews, Corinne Reid, Rob Webster, Dylan Wiliam “As education policymakers it can be difficult to resist the comfort of our own experience and gut instincts or the lure of populism. Bad Education is an invaluable myth-buster that tears down common misconceptions and serves up hard facts in their place. This is a politically unpalatable guide to the evidence that will challenge policymakers, the press and parents alike.” Dale Bassett, Head of Public Policy, AQA “Kenneth Baker describes in his memoirs how education policy was influenced by Margaret Thatcher’s hairdresser and possibly her cleaner. More recently policy has been justified by the selective use of research in an attempt to create legitimacy for policy changes. Bad Education seeks to address some of the most important issues facing education without resorting to the rhetoric of ideologues or detailed statistical analysis. Instead an acknowledged expert in each issue facing education looks carefully at the available evidence. These issues range from how schools are organized, to teaching methods and learning. Each of the issues examined is one that has many ‘myths’ associated with it. The authors show, in an clear and compelling way, that too much of what is being done in schools is being decided upon based on the selective use of evidence. Vocational education, ability grouping, class size, use of teaching assistants, synthetic phonics, learning styles, brain training and dyslexia are just some of the issues where the evidence is presented, in an engaging and easy to digest manner, and where all of those in education should take notice of the conclusions. In some cases the evidence is helpfully conclusive. In others it is inconclusive and messy. As we constantly seek to redefine what is best for the next cohort of children to enter education Adey and Dillon, in this highly readable and well edited book, provide us with the evidence as to what does really does make a difference. Perhaps more importantly they move the debate on from gut instinct and myths to looking at the evidence. This book should become a manifesto for change for all of those in education who want to ensure our children do not receive a Bad Education. Every Headteacher should buy a copy for every teacher and hopefully somebody might even place a copy under the Secretary of State’s Xmas tree.” Gary Phillips, Head Teacher, Lilian Bayliss School “This is a welcome and important book. It takes apart the myths which support the dearly held convictions, simplistic assumptions, prejudices and irrational certainties of both politicians and teachers. Admitting that education is not itself a science, but demonstrating how both neuroscience and psychology have become available to inform educational policy and practice, it should provide food for more careful and well-informed thought to all who can influence what happens in our schools.” Baroness Perry of Southwark