"Because the Research Says So": A School Leader's Guide to Evaluating 'Research-Based' Advice
How can we decide if research truly supports "research based" teaching or school-keeping advice?
School leaders and teachers often hear these words: “You should change the way you do things. RESEARCH SAYS SO.”
What should we do next? We might accept those suggestions enthusiastically, or reject them heatedly. Or, we might pursue another path: ask expert questions about that research.
In this lively and practical workshop, we’ll discuss the questions to ask, the answers to doubt, and the responses to trust.
When should we trust – or doubt – the person who offers “research-based” advice?
Does this research fit my students, my school, my curriculum?
Is this research widely respected in the field, or a flukey exception?
By learning expert questions and insider terminology, we can make thoughtful and balanced decisions about complex research topics. (Bonus: no stats required!) As a result, school leaders can avoid fads (Here’s looking at you, “learning styles”) and champion teaching practices truly supported by psychology and neuroscience research.
Distinguish between trustworthy outside experts offering “research-based” advice, and those who don’t merit our trust;
Learn the language of, and assumptions behind, published research – to allow for thoughtful and skeptical reading;
Gather practical and powerful resources for exploring research validity;
Understand the crucial strengths and limitations of psychology and neuroscience research for guiding school practice.