Why you should read: What does this look like in the classroom? By Carl Hendrick and Robin Macpherson
Written By: Author(s): Tom Sherrington
1 min read
An examination of 10 major areas of teaching explored through interviews with experts.
The authors suggest that teachers do not need to be researchers, but they should be ‘research-informed’.
What is it about?
The book is an exploration of how teachers can make sense of education research so they can both defend themselves against having unevidenced ‘guff’ imposed on them, and invest their energy in ‘good bets’ – i.e. strategies with a strong chance of improving their students’ learning.
Each chapter takes a major theme and questions a pair of educationalists about how – from their experience and reading of the research – the big ideas manifest themselves in practice. Examples include:
Dylan Wiliam and Daisy Christodoulou on assessment, marking and feedback
Dianne Murphy and Alex Quigley on reading and literacy
Maggie Snowling and Jarlath O’Brien on special educational needs
Paul Kirschner and Yana Weinstein on memory and recall
Neelam Parmar and Jose Picardo on the use of technology.
Other chapters look at behaviour, motiva
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This article was published in March 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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