Who is best at communicating research to teachers?

Clio et cetera

Teachers have famously found little use for educational research. I think this is for three principal reasons. First, they have been stung too many times in the past, having been sold brain gym, pyramids of learning, learning styles, neuro-linguistic programming and so on. Many teachers I know will hear the phrase ‘research shows…’ and their eyes will either roll, or glaze over, or both. Secondly, research often prescribes ‘interventions’, where what teachers usually want to know is what they ought to be doing on a day-to-day basis. Many interventions are couched in language that does not mean very much. “This intervention means they will make six months more progress.” “Oh, so does that mean they’ll know about the Tudors by the end of Year 7, even though we don’t do it till the start of Year 8?” Thirdly, much research often feels too remote from what teachers do: a teacher…

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