2. There is a practice of education
a. Almost everything enhances achievement>
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.41
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-.40
-.31
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-.30
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-.20
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.10
-.01
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5.0
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5.1
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0.2
1-.2
5.2
5-.3
0.3
1-.3
5.3
6-.4
0.4
1-.4
5.4
6-.5
0.5
1-.5
5.5
6-.6
0.6
1-.6
5.6
6-.7
0.7
1-.7
5.7
6-.8
0.8
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5.8
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No.
of e
ffect
s
d=.40
2. There is a practice of education
a. Almost everything enhances achievement
No.
of e
ffect
s
– We know some of the low and high influences
– The quality of moderators in articles is poor
– .4 is an average not a minima
Learning strategies 90+% are surfaceTeacher questions 90+% are surfaceLesson observations 90+% are surfaceTest analyses 90+% are surfaceVisible Learning 90+% are surface
We privilege a surfacegrammar of schooling
3. We are obsessed with surface level knowing
5. Scaling up
• Autonomy is the basis of teacher
professionalism
• Children/my class is unique
• Sparse literature on scaling up
• The power of licensing
6. We continue to ignore the evidence
• Biggest critics are the “experts”
• Politicians, parents, teachers want the
structural influences that support them and
leave them alone to get on with the task
• Educators are not prepared to back excellence
in their profession
7. There is a future• The move to collect teacher judgements not collecting test scores
– Seeing tests as feedback to teachers
– Seeing score reporting as the start (not end) of testing
• The move from debates about outcomes to evidence based on scaling up
• The recognition of “collaborative action” across
& within schools over teacher autonomy
• Re-litigating the purpose of schooling
– years growth for years input
– learning and growth as much as achievement