Education Research Overview
The field of educational research is seldom conclusive and all research must be carefully considered in the context in which it was collected and for the context in which it might be applied. What we provide here is links to pertinent research in a number of key areas, but always with the caveat that there are no simple solutions as education is always heavily context based.
One of the most significant studies released recently is that of John Hattie and his associates. This is a report of their 15 year meta-analysis of over 50,000 studies of factors that influence student acheivement. The initial findings Visible Learning (2009) describes the relative impact factors of learning, but a second book looks more specifically at how teachers can make use of all this information in their practice. This link provides an excellent summary by Jenn David-Lang of Visible Learning for Teachers: Maximizing Impact on Learning (2012).
Some of the positive factors from Hattie's work (slides 22-24) that influence student learning are: self-reported grades, Piagetian programs, formative evalution, micro-teaching, acceleration, classroom behavioral, teacher clarity, reciprocal teaching and feedback. Of course you need to find out more about the terminology and uses, but it gives an idea of where to start.
Some of the factors with the least impact are (slides 11-13): mobility, TV, summer vacation, retention, student control overlearning, multi-grade classes.
Finally, Hattie lists the qualities of an 'activator' teacher; (slides 30-32) qualities asociated with increased learning: reciprocal teaching, feedback, student self-verbalization, meta-cognition, challenging goals, and direct instruction res some of them.
The following pagesprovide more links to research on specific topics. NOTE: To access some of the articles you may need to be logged in to your university library system.
A variety of research links can be found at Better Teaching - links to ideas and research
Here is a link to a page with some selected research on the effectiveness of assessment. Read carefully and read between the lines. You have to choose what will work in your classroom.
Effect of Formative Assessment;
Role of Performance Assessment ;
Formative Assessment in Physics
Classroom management is an incredibly complex area. The best advice is know your students and plan well, keeping their needs in mind.
Classroom Management in Teacher Ed;
CM at the Start of the Year;
Culturally Responsive CM;
Evidenced Based CM
Whether planning an activity, a lesson, unit, or course, the focus must always be on "What the students going to DO?"
You know that all students are not the same, but how to you plan for that and implement it?