Another day, another “Best” list.

Now, it’s time for research studies.

You can see all previous editions of this list, as well as all my ed research related “best” lists, here.

Here are my choices for the past six months:

STUDY FINDS – TO NO TEACHER’S SURPRISE – THAT PRAISING MORE THAN REPRIMANDING GETS RESULTS

ANOTHER REASON WHY “GOOD TEACHING FOR ELLS IS GOOD TEACHING FOR EVERYBODY”- ONE MORE STUDY FINDS VALUE IN GESTURES DURING LESSONS

NEW STUDY HIGHLIGHTS VALUE OF HAVING STUDENTS WRITE A LETTER TO THEIR TEACHER

NEW STUDY FINDS WHAT A ZILLION OTHERS HAVE CONCLUDED: REWARDS NOT VERY EFFECTIVE AT MOTIVATING STUDENTS TO LEARN

ANOTHER REASON TO BE CAREFUL ABOUT BEING “DATA-DRIVEN”

IMPORTANT INSIGHT ON PHONICS INSTRUCTION

NICE EDUTOPIA REVIEW OF CLASSROOM MANAGEMENT RESEARCH

INTRIGUING STUDY ON HOW TO HELP STUDENTS DEVELOP THEIR CRITICAL THINKING SKILLS

NEW STUDY FINDS THAT TAKING ETHNIC STUDIES COURSE ESPECIALLY HELPS STUDENTS FACING CHALLENGES

RESEARCH FINDS YET ANOTHER CHALLENGE FACING LOW-INCOME COMMUNITIES: A “SLEEP GAP”

QUOTE OF THE DAY: THE ROLE OF TEACHER EXPECTATIONS

WE TEACHERS SHOULD TRY TO AVOID “TOXIC POSITIVITY” THIS FALL

NEW STUDY FINDS [UNSURPRISING] CONCLUSION THAT STUDENTS BENEFIT FROM MENTORS

NEW STUDY FINDS – TO NO TEACHER’S SURPRISE – THAT LONGER LUNCH TIMES GOOD FOR STUDENTS

NEW STUDY REINFORCES VALUE OF TEACHING THROUGH STORIES

NEW META-ANALYSIS FINDS SOMETHING THAT IS NO SURPRISE TO TEACHERS: DIFFERENTIATION WORKS

NEW STUDY FINDS THAT HAVING A HARSH PRINCIPAL DOESN’T HELP ANYBODY

MORE RESEARCH POINTS TO BEING “DATA-INFORMED” INSTEAD OF BEING “DATA-DRIVEN”

RESEARCH SUGGESTS ALL THOSE DISTRICTS CONSIDERING ADDING MORE DAYS OR MINUTES SHOULD THINK AGAIN

NEW RESEARCH IDENTIFIES CONDITIONS THAT HELP PEOPLE REACH FULL POTENTIAL – GOOD CLASSROOM TIPS