I often write about research studies from various fields and how they can be applied to the classroom. I write individual posts about ones that I think are especially significant, and will continue to do so. However, so many studies are published that it’s hard to keep up. So I’ve started writing a “round-up” of some of them each week or every other week as a regular feature.
By the way, you might also be interested in MY BEST POSTS ON NEW RESEARCH STUDIES IN 2018 – PART TWO and MY BEST POSTS ON NEW RESEARCH STUDIES IN 2019 – PART ONE
You can see all my “Best” lists related to education research here.
Here are some new useful studies (and related resources):
Statement on Student Evaluations of Teaching is from The American Sociological Association. It’s focused on the college-level, but can also be relevant to secondary schools. I’m adding it to Best Posts On Students Evaluating Classes (And Teachers).
California’s Positive Outliers: Districts Beating the Odds is from The Learning Policy Institute.
According to Darling-Hammond (2009), for a teacher to learn a new skill to the extent that it will positively impact student learning, they need approximately 50 hours of professional development (which includes coaching). How might we transform adult learning with this in mind? pic.twitter.com/47wBwluy2m
— Elena Aguilar (@brightmorningtm) September 17, 2019
Trying to get students into good habits…? Here’s the evidence on how long it takes, and what helps: https://t.co/OGnjaUhuYU
— Harry Fletcher-Wood (@HFletcherWood) September 16, 2019
I’m adding this next tweet to The Best Advice For Student Teachers & Their Collaborating Teachers:
“These results suggest that concerns over lowered evaluations should not prevent teachers from serving as CTs.”//Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics https://t.co/SfvYKWdXK2
— Paul Bruno (@Paul__Bruno) September 15, 2019