'magnifying glass' photo (c) 2005, Tall Chris - license: http://creativecommons.org/licenses/by/2.0/

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 2019 – PART ONE and MY BEST POSTS ON NEW RESEARCH STUDIES IN 2019 – PART TWO.

You can see all my “Best” lists related to education research here.

Here are some new useful studies (and related resources):

A Lesson in Active Learning is from Character Lab. I’m adding it to The Best Research Demonstrating That Lectures Are Not The Best Instructional Strategy.

Scientific evidence on how to teach writing is slim is from The Hechinger Report. I’m adding it to THE BEST REVIEWS OF WHAT RESEARCH SAYS ABOUT EFFECTIVE WRITING INSTRUCTION.

The Benefits of Low-Stakes Teacher Evaluation is from Harvard. I’m adding it to The Best Resources For Learning About Effective Student & Teacher Assessments.

A new study was released showing results that could have been predicted by most administrators and educators who are working in schools.  They had principals spend two hundred hours in professional development designed to assist them to provide better feedback to teachers during observations.  But those in the training ended up spending less time observing teachers than those in the control group.  Duh!  They weren’t observing teachers because they were spending their time in trainings!

Screen Time Up as Reading Scores Drop. Is There a Link? is an interesting article in Ed Week. Literacy expert Timothy Shanahan had an even more intriguing response: