RT @greg_ashman: NEW FREE POST Why can’t education be a good thing?.A strange and disturbing insight .cc @P_A_Kirschner @dylanwiliam .⬇️ ht….

An analysis of the 2003 and 2007 @TIMSSandPIRLS mathematics surveys concludes "better achievement was associated with more teacher-led instruction, less connection to students’ daily lives, and—in particular—more memorizing of formulas and procedure":.

RT @researchED_US: Talk about modesty. @PatriceBain1 is not ATTENDING the researchED/DMNS conference. She and @AmberBHaven are KEYNOTING….

An analysis of data from the 2019 @TIMSSandPIRLS survey finds that what the authors call "formative instructional practices" do positively impact mathematics achievement and attitudes, but effects are weak, and—frankly—the data are all over the place: ($).

Most people use 2 letters to abbreviate the days of the working week (M/Tu/W/Th/F) though Hugh Burkhardt at Nottingham University used θ (theta) which I thought was neat. But I've just seen that holding down the T key on a Mac gives you þ (thorn) so I'm going to start using that.

RT @P_A_Kirschner: Our new book, Instructional Illusions, is available on Aug 29 (Europe) and Sept 12 (US). This is what John Sweller had t….

RT @olicav: @teacherhead is magnificent in surveying the practical wisdom of Rosenshine's Principles: common sense not commonly applied.….

RT @C_Hendrick: New study: A single 10-minute retrieval practice activity significantly improved final exam performance compared to a revie….

In England, a change in a school's rating (and especially the leadership rating) following an (Ofsted) inspection substantially affects wages and departures for heads (but not for teachers) when compared with schools with no change:

In 1972, the school leaving age in England was raised from 15 to 16: students born on September 1st could leave at age 15, while those born a day earlier had to wait a year. The children of those forced to do an extra year got higher test scores at age 11:

HT to @mrbartonmaths for this one.

RT @SGorard: New chapters out.Gorard, S. and Chen, W. (2025) What is the evidence on research-informed education?, Chapter 2, pp.55-76 in W….

Unlike some previous studies a study of 151 undergraduates, 169 parents, and 194 teachers found they generally assessed the value of different study strategies accurately, though highlighting and rereading were overrated, and interleaving was underrated:

RT @charlesmurray: How about if they give you a concussion? Asking for a friend.

RT @teacherhead: Brilliant hearing Valentina Devid and René Kneyber from @toetsrevolutie talking about Formative Action and @WALKTHRUs_5 at….

RT @emollick: Based on both the best available survey data from a few months ago, and the rate of internal AI adoption I am seeing at many….

RT @mrsparkstweets: @dylanwiliam @tes @AlexJQuigley The team @SnorklApp are doing a great job with this right now. Fantastic learning tool.

RT @rpondiscio: "Most non-educators—including parents, policymakers, and judges—think of 'curriculum' as a list of books that every child r….

Here's a study that backs up that claim, which I meant to discuss in my session at last week's Core Knowledge National Conference in Orlando, FL, but ran out of time.

An advantage of knowledge-rich curricula over skills-based ones that I haven't seen discussed much is with the former students can see they are making progress—they know things they formerly didn't. When students see they are making progress they are more likely to invest effort.