Maximising cleverness – but for whom?


Originally posted by Jarlath O’Brien:

How overwhelming would the research evidence need to be for you to give up your most strongly-held beliefs about education, teaching and learning?

What would it take for you to abandon the setting of children by academic ability?

Would you stop using fixed-term exclusion if it was shown to have no effect, or was detrimental to improving children’s behaviour?

This is a big test that we need to pass if we are to consider ourselves a research-informed profession.

I’ve recently been talking to teachers about inclusion and I’ve been trying really hard to engage with the research evidence that I can find (where to find it is a skill I am learning slowly). I’ve learned that in our profession you can probably find some research evidence to support whatever position you choose to adopt…

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