Many things people commonly believe to be true about education are not supported by scientific evidence. Urban Myths about Learning and Education examines commonly held incorrect beliefs and then provides the truth of what research has shown. Each chapter examines a different myth, with sections on learning, the brain, technology, and educational policy. A final section discusses why these myths are so persistent. Written in an engaging style, the book separates fact from fiction regarding learning and education. Recognize any of these myths? People have different styles of learning Boys are naturally better at mathematics than girls We only use 10% of our brains The left half of the brain is analytical, the right half is creative Men have a different kind of brain from women We can learn while we are asleep Babies become smarter if they listen to classical music These myths and more are systematically debunked, with useful correct information about the topic in question. Debunks common myths about learning and education Provides empirical research on the facts relating to the myths Utilizes light-hearted, approachable language for easy reading
Challenging Eduquacks, Extraordinary Claims, and Alternative Facts
Author: Pedro De Bruyckere
More Urban Myths About Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts examines common beliefs about education and learning that are not supported by scientific evidence before using research to reveal the truth about each topic. The book comprises sections on educational approaches, curriculum, educational psychology, and educational policy, concluding with a critical look at evidence-based education itself. Does playing chess improve intelligence? Should tablets and keyboards replace handwriting? Is there any truth to the 10,000-hour rule for expertise? In an engaging, conversational style, authors Pedro De Bruyckere, Paul A. Kirschner, and Casper Hulshof tackle a set of pervasive myths, effectively separating fact from fiction in learning and education.
Now in its second edition, Foundations of Education Research defines, discusses, and offers applications for the central components of educational research, providing both novice and experienced researchers with a common ground from which to work. Fully updated throughout, the second edition adds a glossary of terms, additional examples, and includes a discussion of similarities and differences in education research. Eight concise, accessible chapters cover conceptual framework, epistemology, paradigm, theory, theoretical framework, and methodology/method. This unique primer demystifies jargon and makes the theoretical components of research accessible, giving students the tools they need to understand existing education research literature and to produce theoretically-grounded work of their own. Each chapter begins with perspectives from both novice and experienced researchers, whose guiding questions assist researchers engaging with theory for the first time and those looking to improve their understanding of the fundamentals. Practice exercises, examples, and suggested reading lists at the end of each chapter offer students resources they can apply to their own research and thinking in concrete ways. A perfect accompaniment to standard research courses, this book is designed to help students achieve a deeper understanding of what is expected of them and ideas about how to achieve it.
Using Games and Simulations for Teaching and Assessment: Key Issues comprises a multidisciplinary investigation into the issues that arise when using games and simulations for educational purposes. Using both theoretical and empirical analyses, this collection examines cognitive, motivational, and psychometric issues with a focus on STEM content. Unlike other research-based volumes that focus solely on game design or the theoretical basis behind gaming, this book unites previously disparate communities of researchers—from civilian to military contexts as well as multiple disciplines—to critically explore current problems and illustrate how instructionally effective games and simulations should be planned and evaluated. While computer-based simulations and games have the potential to improve the quality of education and training, Using Games and Simulations for Teaching and Assessment: Key Issues shows how the science of learning should underlie the use of such technologies. Through a wide-ranging yet detailed examination, chapter authors provide suggestions for designing and developing games, simulations, and intelligent tutoring systems that are scientifically-based, outcomes-driven, and cost-conscious.
An exploration of the teaching and learning material available on the Internet. It provides information on the appropriate way to handle and use the Internet as a delivery tool in education, and considers the implications this will have on the role and relationship of the teacher and learner.
Doctrine, Verity and Fable in Organizational and Social Sciences
Author: Charles E. Lance
This book provides an up-to-date review of commonly undertaken methodological and statistical practices that are based partially in sound scientific rationale and partially in unfounded lore. Some examples of these “methodological urban legends” are characterized by manuscript critiques such as: (a) “your self-report measures suffer from common method bias”; (b) “your item-to-subject ratios are too low”; (c) “you can’t generalize these findings to the real world”; or (d) “your effect sizes are too low.” What do these critiques mean, and what is their historical basis? More Statistical and Methodological Myths and Urban Legends catalogs several of these quirky practices and outlines proper research techniques. Topics covered include sample size requirements, missing data bias in correlation matrices, negative wording in survey research, and much more.
“Opportunity to learn (OTL) factors interact and ultimately influence mathematics achievement. Many important OTL interactions take place in school settings. This volume provides insights into the role of peer interactions in the mathematics learning process. The analysis describes with a sense of purpose a topic that is typically overlooked in discussions of mathematics reform. The case study is an important contribution to the urban mathematics education literature.” —William F. Tate, Edward Mallinckrodt Distinguished University Professor in Arts & Sciences, Washington University in St. Louis Drawing on perceptions, behaviors, and experiences of students at an urban high school—both high and low achievers—this timely book demonstrates how urban youth can be meaningfully engaged in learning mathematics. The author presents a “potential” model rather than a “deficit” model, complete with teaching strategies and best practices for teaching mathematics in innovative and relevant ways. This resource offers practical insights for pre- and inservice teachers and administrators on facilitating positive interactions, engagement, and achievement in mathematics, particularly with Black and Latino/a students. It also examines societal perceptions of urban students and how these affect teaching and learning, policies, and mathematics outcomes. Based on extensive research in urban high schools, the author identifies three key principles that must be understood for teachers and students to build strong mathematics communities. They are: Urban students want to be a part of academically challenging environments. Teachers and administrators can inadvertently create obstacles that thwart the mathematics potential of students. Educators can build on existing student networks to create collaborative and non-hierarchical communities that support mathematics achievement. Erica N. Walker is Associate Professor of Mathematics Education at Teachers College, Columbia University.
This definitive look at teaching English in rural secondary schools contests current definitions and discussions of rural education, examines their ideological and cultural foundations, and presents an alternative perspective that conceptualizes rural communities as diverse, unique, and conducive to pedagogical and personal growth in teaching and learning. Authentic narratives document individual teachers’ moments of struggle and success in learning to understand, value, and incorporate rural literacies and sensibilities into their curricula. The teachers‘ stories and the scholarly analysis of issues raised through them illuminate the unique challenges and rewards of teaching English in a rural school and offer helpful insights and knowledge for navigating the pedagogical landscape.
Two of the most respected voices in education and a team of young education scholars identify 50 myths and lies that threaten America's public schools. With hard-hitting information and a touch of comic relief, Berliner, Glass, and their Associates separate fact from fiction in this comprehensive look at modern education reform. They explain how the mythical failure of public education has been created and perpetuated in large part by political and economic interests that stand to gain from its destruction. They also expose a rapidly expanding variety of organizations and media that intentionally misrepresent facts. Many of these organizations also suggest that their goal is unbiased service in the public interest when, in fact, they represent narrow political and financial interests. Where appropriate, the authors name the promoters of these deceptions and point out how they are served by encouraging false beliefs. This provocative book features short essays on important topics to provide every elected representative, school administrator, school board member, teacher, parent, and concerned citizen with much food for thought, as well as reliable knowledge from authoritative sources. “Berliner and Glass are long-time critics of wrong-headed education reforms. 50 Myths and Lies continues their record of evidence-based truth-telling. Joined by 19 young scholars in identifying 50 of the worst ideas for changing our nation's schools, they are able to sort through the cacophony of today’s all too often ill-informed debate. Anyone involved in making decisions about today’s schools should read this book.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “This book is true grit. It’s the gritty reality of hard data. It’s the irritating grit that makes you shift in your seat. And it’s the grit that sometimes makes you want to weep. Well argued, well written—whether you agree or disagree with this book, if you care about the future of public education, you mustn’t ignore it.” —Andy Hargreaves, professor, Thomas More Brennan Chair in Education, Lynch School of Education, Boston College “50 Myths and Lies is a powerful defense of public education and a discerning refutation of the reckless misimpressions propagated by a juggernaut of private-sector forces and right-wing intellectuals who would gladly rip apart the legacy of democratic schooling in America. It is a timely and hard-hitting book of scholarly but passionate polemic. The teachers of our children will be grateful.” —Jonathan Kozol, educator, author of Fire in the Ashes “What do you get when two world-class scholars and a team of talented analysts take a hard look at 50 widely held yet unsound beliefs about U.S. public schools? Well, in this instance you get a flat-out masterpiece that, by persuasively blending argument and evidence, blasts those beliefs into oblivion. Required reading? You bet!” —W. James Popham, professor emeritus, UCLA David C. Berliner is an educational psychologist and bestselling author. He was professor and dean of the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University. Gene V Glass is a senior researcher at the National Education Policy Center and a research professor in the School of Education at the University of Colorado Boulder. TheirAssociates are the hand-picked leading PhDs and PhDs in training from their respective institutions.