Hattie states that the one meta-analysis for this influence found a very high correlation between Piagetian stage and achievement (more for maths 0.73 than reading 0.40). Quite what is meant by this isn’t clear. I’m guessing that some sort of test was done to determine the Piagetian stage and the correlation is between this and […]Read More Piagetian programs: effect size = 1.28
This is the second in a series of posts on the Festival of Education at Wellington College. #EducationFest No.1: Play up, play up, and play the game #EducationFest No.3: A Research-based, Constructivist View? #EducationFest No.4: How will we know? After Wilshaw, the first proper session of my day was Tom Sherrington. Of the distracting number […]Read More #EducationFest No.2: More root than trunk
I stumbled across this paper via an article in, of all places, the Daily Mail. Typically, the interpretation in the leader displayed the kind of informed opinion about education, based on total ignorance, that we’ve come to expect from some prominent media sources, but it was ironic that a paper that prides itself on a […]Read More Haydn (2014) To what extent is behaviour a problem in English schools?
Robert Peal’s book Progressively Worse has stirred up the blogosphere. Old Andrew has written the foreword so I guess gets first place. Joe Kirby’s post makes me want to find a Bastille to storm – what a wonderfully forceful piece of writing! The comments from Laura MacInerney, Alex Quigley and Tom Sherrington balance it up somewhat. […]Read More The Battle for the Middle Ground
There has been a hefty onslaught recently against the deliberate teaching of skills by those in favour of a knowledge-based curriculum. Knowledge is essential, and it seems to me an unassailable argument that teaching only skills to the exclusion of knowledge is a mistake, but that’s not something I’ve witnessed in my career, a point […]Read More Which Knowledge; Which Skills?