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 2021 – PART TWO.
You can see all my “Best” lists related to education research here.
Here are some new useful studies (and related resources):
Here’s an interesting new paper on the value of “looping” with students. What makes it stand out from other research on the topic, though, is that it also talks about the fact it happens a lot in secondary schools – often by chance. What it may miss, though, is that it happens intentionally in high schools like ours that are divided into Small Learning Communities (see The Best Resources For Learning About Small Learning Communities):
New @AnnenbergInst WP
🎆Second Time’s the Charm? How Sustained Relationships from Repeat Student-Teacher Matches Build Academic & Behavioral Skills🎇
— Matthew A. Kraft (@MatthewAKraft) June 14, 2022
Here’s an Ed Week article talking about the same study.
And here’s Chalkbeat analyzing it, too:
@MatthewAKraft @LeighWedenoja analzyed 7 yrs of TERA compiled TN-wide test results on repeat student-teacher pairings (looping) highlighting the role of relationships in students learning outcomes. Read more on TN teachers looping experience here! https://t.co/UHf1erDoxp
— Tennessee Education Research Alliance (TERA) (@TNEdResAlliance) July 11, 2022
Who benefits from brain training and why? is a report from Science Daily. The actual tool the study used – supposed brain training games – is less interesting than reading the article for its concise explanation of near and far transfer. I’m adding it to The Best Resources For Learning About The Concept Of “Transfer” — Help Me Find More.
The study linked in this next tweet is interesting. In a review of Illinois schools during the remote learning year, no difference in academic achievement was found between high schoolers who were remote versus those who were in person; a small amount of difference was found in middle schools, and a larger amount found in elementary:
In partnership with ISBE, we analyzed modality of instruction (in-person, remote, or both) and its relationship with achievement during the 2020-21 SY https://t.co/00oOdm995Y
A 🧵of findings:
— IWERC (@IWERC_research) June 21, 2022
I’m adding this next tweet to The Best Advice For Student Teachers & Their Collaborating Teachers:
Research shows that an effective mentor teacher can have a measurable impact on the future effectiveness of student teachers. @CEDR_US found that a first-year teacher who student taught w/ an effective mentor can be as effective as a third-year teacher.https://t.co/j8wtiZrM7b
— Heather Peske (@HeatherPeske) June 21, 2022