Podcasts about Educational research

It has been an exciting month here at Teacher magazine because we launched our new monthly themes. In this Teacher Staffroom podcast, I'll take you through our theme for May. I'll also run you through some of the highlights from our editorial, including 2 pieces on the topic of AI, and chat about a new report by the Australian Council for Educational Research that explores teacher self-efficacy in classroom management. Host: Rebecca Vukovic Sponsor: This podcast from Teacher is supported by Sora, the student reading platform that provides access to curriculum and popular digital books for schools. Learn more at discoverSora.com/global.

There's so much potential for artificial intelligence and generative AI tools to support teaching and learning, but alongside these exciting opportunities there are challenges and risks. If you're a teacher or a school leader, you may already be using or experimenting with AI tools – and you certainly won't be surprised to hear that many of your students definitely are! Our guest for this special episode is Dr Katie Richardson, Senior Research Fellow at the Australian Council for Educational Research. We'll be talking about 3 broad areas where AI can enable improvements in education, and what that might look like. Also, what the tools can and can't do currently, or replace. And we'll discuss how teachers need to be careful and purposeful in using the different AI tools out there with their students to promote thinking and learning. Host: Jo Earp Guest: Dr Katie Richardson

How do we redefine success, community, and family when parenting a child with disabilities? In this conversation, Amy Julia Becker and Adrian Wood, PhD, creator of the vlog Tales of an Educated Debutante and co-author of Autism Out Loud, discuss community, belonging, autism, and the ways they have grown up with their children. They explore:Cultural perceptions of family life with disabilityNavigating family dynamicsCommunication Building community connectionsCollaborating with schools for better outcomesRedefining success_MENTIONED IN THIS EPISODE:Autism Out Loud: Life with a Child on the Spectrum, from Diagnosis to Young Adulthood by Kate Swenson, Carrie Cariello, Adrian WoodAmy Julia's Reimagining Family Life with Disability workshopAmy Julia's Live, In-Person Workshop on May 3_WATCH this conversation on YouTube by clicking here. READ the full transcript and access detailed show notes by clicking here or visiting amyjuliabecker.com/podcast._ABOUT:Adrian Wood is the creator of the vlog Tales of an Educated Debutante. She has a PhD in Educational Research and contributes to Today Parents, The Today Show, and the Love What Matters blog. She lives in rural eastern North Carolina with her family.CONNECT with Adrian on her website (talesofaneducateddebutante.com), Facebook, Instagram, and YouTube.___Let's stay in touch. Subscribe to my newsletter to receive weekly reflections that challenge assumptions about the good life, proclaim the inherent belovedness of every human being, and envision a world of belonging where everyone matters.___We want to hear your thoughts. Send us a text!Connect with me: Instagram Facebook YouTube Website Thanks for listening!

Even though there is more awareness about neurodivergence in today's world, there's still a lot most people don't know about what it's like parenting neurodivergent children. Kate Swenson, Carrie Cariello, and Adrian Wood, authors of the new book AUTISM OUT LOUD, discuss their individual journeys parenting a child with autism from diagnosis to young adulthood. Kate, Carrie, Adrian, and Margaret discuss: Figuring out what success looks like for your child with autism How an autism diagnosis affects family dynamics Processing the grief that accompanies an autism diagnosis Kate Swenson is the creator of the blog and Facebook page Finding Cooper's Voice. She speaks regularly about autism, parenting, and motherhood, and is a contributor to TODAY Parents, The TODAY Show, and the Love What Matters blog. Carrie Cariello is the author of What Color Is Monday, Someone I'm With Has Autism, and Half My Sky.  Adrian Wood is the creator of the vlog Tales of an Educated Debutante. She has a PhD in Educational Research and contributes to TODAY Parents, The TODAY show, and the Love What Matters blog. Buy AUTISM OUT LOUD: https://bookshop.org/a/12099/9780778368366 Find out where the Autism Out Loud book tour is headed at https://autismoutloudbook.com/ Here's where you can find Kate: www.findingcoopersvoice.com @findingcoopersvoice on FB and IG https://findingcoopersvoice.substack.com/ Here's where you can find Carrie: @whatcolorismonday on FB @carrie_carriello on IG www.carriecariello.com https://substack.com/@carriecariello Here's where you can find Adrian: www.talesofaneducateddebutante.com @educateddebutante on FB @talesofaneducateddebutante on IG @theeducateddebutante on YT We love the sponsors that make this show possible! You can always find all the special deals and codes for all our current sponsors on our website: https://www.whatfreshhellpodcast.com/p/promo-codes/ What Fresh Hell is co-hosted by Margaret Ables and Amy Wilson. mom friends, funny moms, parenting advice, parenting experts, parenting tips, mothers, families, parenting skills, parenting strategies, parenting styles, busy moms, self-help for moms, manage kid's behavior, teenager, tween, child development, family activities, family fun, parent child relationship, decluttering, kid-friendly, invisible workload, default parent, parental stress, emotions, kids emotions, parent emotions, uncertainty, autism out loud, autism after high school, autism and young adults, neurodivergent children, parenting neurodivergent children, autism, autism spectrum disorder, autistic children, special needs children, special education, Learn more about your ad choices. Visit podcastchoices.com/adchoices

Henry talks with Dr Fiona Longmuir (PhD), a Senior Lecturer in Educational Leadership in the Faculty of Education at Monash University. Audio production by Rob Kelly.

Send us a textIn this episode, we're getting to the heart of what really drives student success—engagement. As a school leader, you have the power to shift your entire building by helping your staff focus on what matters most: connecting students to their learning in meaningful ways.We'll explore how student engagement impacts achievement, why it's more than just participation, and what the research says about how it shapes outcomes like graduation rates, test scores, and long-term success. You'll get real strategies you can bring back to your teachers—from tech integration to interactive structures—all designed to support the whole learner: visual, auditory, kinesthetic, and more.Here's what you'll walk away with: ✅ The 3 types of student engagement—and how to spot them ✅ Practical ways to boost classroom energy using tools like Nearpod, Think-Pair-Share, and student-led choice ✅ How learning styles factor into engagement and achievement ✅ Real data that connects engagement to increased academic performance ✅ What building leaders can do today to remove barriers and keep students connectedThis episode is packed with value for any principal, AP, coach, or instructional leader who's ready to create a culture where engagement leads to achievement.

New federal data paints a stark picture: American children are falling behind in reading and test scores, with the gap between advantaged and disadvantaged kids growing wider. But is this really just a problem of money? University of Chicago Developmental psychologist Ariel Kalil has spent her career studying how parents influence childhood development—not just through resources, but through daily habits and interactions.On this episode, we explore the surprising science behind parental engagement, the behavioral biases that shape parenting decisions, and why simple interventions—like 15 minutes of reading a day—can have an outsized impact. Plus, we discuss how AI and behavioral economics might provide new solutions for supporting parents in an era of rising inequality.

In the first episode of AASA Radio for 2025, school leaders from across the United States discuss the challenge of leading school districts during divisive times. Hosted by the President of the American Association of School Administrators, the panel shares insights, staying focused on student outcomes, leveraging technology like AI in education, and navigating the current political and social challenges of the moment. They also discuss strategies for balancing competing perspectives and staying resilient in the face of uncertainty. Twitter: @Supt_Balderas | @m_salazarzamora | @DrAlexMarrero | @larawadem | @Jonharper70bd | @BAMRadioNetwork Dr. Gustavo Balderas is President of the Association of Latino Administrators and Superintendents and President of AASA.Balderas has been and is involved in numerous state, regional, and national organizations and committees, including having served on the Oregon State Board of Education as a superintendent liaison, the AASA Executive Committee, Chiefs for Change Board, is a co-founder and inaugural president of the Oregon Association of Latino Administrators. Dr. Balderas is also a volunteer consulting superintendent for the Educational Research and Development Institute, Suburban School Superintendents, and the Institute for Educational Innovation national organizations. Dr. Martha Salazar-Zamora has served as an educator in Texas for over 37 years and as the Superintendent of Schools in Tomball ISD since 2017. She is a trailblazer and is the first female Superintendent of TISD and the first Hispanic Superintendent of Tomball ISD. Zamora was recognized as the 2023 Texas Superintendent of the Year, representing Region 4, as well as a 2024 AASA National Superintendent of the Year Finalist. Dr. Salazar-Zamora not only leads a fast-growth district but one of the highest academic achieving districts in the State of Texas, all while maintaining strong financial management practices. Dr. Alex Marrero has served as the Superintendent of Denver Public Schools since Spring 2021. He oversees Colorado's largest school district, which includes nearly 85,000 students and 14,000 staff across over 200 schools, and has a budget of $1.45 billion. As the son of a Cuban refugee and a Dominican immigrant, Dr. Marrero understands firsthand and advocates for the diverse needs of his students. Under his leadership, the district has achieved its highest-ever graduation rates and seen the implementation of its first-ever equity-based strategic plan. David Law is the superintendent of Minnetonka Public Schools, one of the top school districts in Minnesota. Law earned a BA from Hamline University with a major in mathematics and a minor in education. His teaching career includes experiences in California and Minnesota at the middle school and high school levels. In 1998, he began his administrative career. Over the following 12 years, he worked in Mounds View, Anoka-Hennepin, and White Bear Lake school districts as a middle school administrator. Law completed his k-12 principal and superintendent license at the University of Minnesota, Twin Cities, and earned his Juris Doctor from William Mitchell College of Law in St. Paul, Minnesota. In 2010, he was named assistant superintendent for White Bear Lake Area Schools. He spent eight years as superintendent for the Anoka-Hennepin School District, the largest school district in Minnesota.

There's a difference between (a) reading research related to reading instruction and (b) reading what others have said about research related to reading instruction. It's important to know the difference. When you read research articles, you get to evaluate the methodology and interpret that data. When you read what somebody else has written about research, you must trust that their evaluation is fair, and their interpretation of the data is accurate. You are reliant on the relative clarity of their lens.So, far too often you're left with people like me whose job it is to continually read and evaluate research. But this chapter is written so that you will be able to do this. It's written to make me obsolete.

We hear a lot about the role of educators and schools in developing the essential skills students need for learning and for life – things like critical thinking and collaboration. But, it's not necessarily a simple thing to support the development of these things in the classroom. We're delighted to welcome Dr Claire Scoular back to the Teacher podcast today. You may recognise her name – Dr Scoular is a Principal Research Fellow at the Australian Council for Educational Research and she's been working on developing frameworks for the essential skills for learning. The frameworks are designed to support educators to understand the essential skills by defining the skill, breaking it down into aspects that comprise it, and presenting those aspects as observable behaviours. It also identifies different levels of proficiency in the skill. This work has involved collaboration with more than 30 countries around the world to identify and select 5 essential skills. Host: Dominique Russell Guest: Dr Claire Scoular Sponsor: Sora

In this week's episode, I sit down with Professor Laura Chávez-Moreno to chat about her latest book - How Schools Make Race, Teaching Latinx Racialization in America. Laura's work covers how race influences institutions, like schools, and pushes white supremacist ideology. As Latinos, we've all seen who is accepted into honors classes and who is in remedial classes, or which schools get the best books and which ones get the torn-up ones. In this very special interview, Laura shares how the concept of race works to divide us within these institutions in real-time and how we can combat it.  Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor in the Department of Chicana/o & Central American Studies and Department of Education at the University of California, Los Angeles (UCLA). Her work is at the intersection of education, pedagogy, language, literacy, and ethnic studies. Her research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education. Y'all ready to be radicalized? Tune in! For all Hella Latin@ updates, follow @hellalatinopodcast on Instagram and connect on LinkedIn. More at odalysjasmine.com. To learn more about your ad choices visit megaphone.fm/adchoices Podcast production for this episode was provided by CCST. Learn more about your ad choices. Visit megaphone.fm/adchoices

Charlotte Haines Lyon has a background in Youth and Community work.  She worked in a variety of youth and community settings and moved on to Adult Education including working with Age Concern.  She gained a Masters in Philosophy and Religion at Heythrop College (UCL) and a PhD at York St John University.  She worked as a freelance writer for a variety of charities and more recently has been developing Democratic Methodologies in Educational Research.     In this episode we look to demystify the annual review process.   Charlotte shares her own difficult experience and what she learnt from it.   We explore the key difference between annual reviews and upgrade meetings that most PhD researchers don't know.   Charlotte outlines the simple shift in perspective that can transform these high stakes moments from dread to opportunity.   She also shares the one thing that she always encourages her supervisees to do after intense review meetings. For a transcript of this episode go to: thephdliferaft.com   If you would like a useful weekly email to support you on your PhD journey you can sign up for ‘Notes from the Life Raft' here:  https://mailchi.mp/f2dce91955c6/notes-from-the-life-raft

What is the difference between English as a Second Language (ESL) and Bilingual curricula? How might bilingual education programs unintentionally harm Latinx students, and what can be done to mitigate that harm? In this series on healthcare and social disparities, Dr. Jill Wener, a board-certified Internal Medicine specialist, anti-racism educator, meditation expert, and tapping practitioner, interviews experts and gives her own insights into multiple fields relating to social justice and anti-racism. In this episode, Jill interviews Dr. Laura Chávez-Moreno. They cover the topic of how our societal biases seep into the school system and create early segregation and false perceptions of our children. They also discuss the importance of fostering Latinx critical consciousness in classrooms and communities.  Dr. Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor at the University of California, Los Angeles, in the Departments of Chicana/o and Central American Studies and Education. She is the author of How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2024). Dr. Chávez-Moreno researches, writes, and teaches about Chicanx/Latinx education. She works at the intersection of education, pedagogy, language,literacy, and ethnic studies, particularly Chicanx/Latinx Studies. Her research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education. LINKS laurachavezmoreno.com Book: How Schools Make Race: Teaching Latinx Racialization in America Twitter handle @lauraccm LinkedIN https://www.linkedin.com/in/laura-ch%C3%A1vez-moreno-8a00b0329/ ** Our website www.consciousantiracism.com You can learn more about Dr. Wener and her online meditation and tapping courses at www.jillwener.com, and you can learn more about her online social justice course, Conscious Anti Racism: Tools for Self-Discovery, Accountability, and Meaningful Change at https://theresttechnique.com/courses/conscious-anti-racism. If you're a healthcare worker looking for a CME-accredited course, check out Conscious Anti-Racism: Tools for Self-Discovery, Accountability, and Meaningful Change in Healthcare at www.theresttechnique.com/courses/conscious-anti-racism-healthcare Join her Conscious Anti-Racism facebook group: www.facebook.com/groups/307196473283408 Follow her on: Instagram at jillwenerMD LinkedIn at jillwenermd

Has something in this episode resonated with you? Get in touch! What is the Summer SeriesA collection of listener favourites from Structured Literacy Podcast to help you prepare for 2025.  Today's Episode.This week, we are discussing dyad reading or assisted reading. The paper I'm sharing is The Effects of Dyad Reading and Text Difficulty on Third Grader's Reading Achievement. It was published in  2017 by Lisa Brown, Kathleen Moore, Bradley Wilcox, and Tyson Barrett.   And they're from the Utah State University.   The journal that was published was the Journal of Educational Research.   The main focus of this study was to, in the author's words, replicate previous research about dyad reading. What is the Research to the Classroom series?Hi there. Welcome to the Structured Literacy Podcast. It's Jocelyn here, and I am so pleased to welcome you this week because we have a brand new series for you. One of the things I remember so vividly is being in school as a teacher and then leader,   Really wanting to keep up with readings and research and just not having the bandwidth to do it.   So we've started a brand new series for you called Research to the Classroom. It's a series of three episodes on a topic.   The first episode is a discussion of a research paper.   The second episode shares some specific instructional routines or very practical applications of this research.   The third episode is a conversation with a real live teacher who is employing these practices in their classrooms and can share the good things and the tricky bits with you to help you shortcut success. While evidence-informed programs are seen in many schools, this doesn't make adopting evidence-informed practices effortless or stress-free. The Reading Success in the Early Primary Years Teach Along will give you the confidence to make nuanced decisions about early reading instruction, regardless of the program your school uses, and get the best outcome for every student. While evidence-informed programs are seen in many schools, this doesn't make adopting evidence-informed practices effortless or stress-free. The Reading Success in the Early Primary Years Teach Along will give you the confidence to make nuanced decisions about early reading instruction, regardless of the program your school uses, and get the best outcome for every student. For more information about today's episode, visit www.jocelynseamereducation.comQuick LinksJocelyn Seamer Education HomepageThe Resource RoomThe Evergreen TeacherShopYoutube channelFacebook Page#jocelynseamereducation #literacy #bestpractice #earlyprimaryyears #primaryschool #primaryschools #primaryschoolteacher #earlyyearseducation #earlyyearseducator #structuredliteracy #scienceofreading #classroom #learning #learningisfun #studentsuccess #studentsupport #teacherlife #theresourceroom #theevergreenteacher #upperprimary #upperprimaryteacher #thestructuredliteracypodcast #phoneme #grapheme #phonics #syntheticphonics

In this episode of "The Brand Called You," Chitra Ravi, Founder & CEO of Chrysalis, shares her transformative approach to education. With a mission to awaken the innate human potential in every child, Chrysalis emphasizes emotional intelligence, creativity, and holistic development. Chitra discusses innovative strategies such as the "Think Room" and the elimination of traditional textbooks, fostering an environment where curiosity thrives and students engage actively in their learning journeys. 00:34- About Chitra Ravi Chitra is the founder and chief executive officer of Chrysalis, which is a state-of-the-art Educational Research and Innovation organization, with a vision to awaken the innate human potential in every child. She's been awarded and felicitated several times.  --- Support this podcast: https://podcasters.spotify.com/pod/show/tbcy/support

We examined the psychology of imposter syndrome (the imposter phenomenon) and explored strategies to help overcome it to create more confident employees. In this Episode: Dr. Heather Morton, Tom Bradshaw, Lee Crowson, LindaAnn Rogers, Nic Krueger, Emi Barresi, Dr. Martha Grajdek, Rich Cruz, Cam Dunson, Dr. Amanda Shelton, Alexander Abney-King, Dr. Matt Lampe   Visit us https://www.seboc.com/ Follow us on LinkedIn: https://bit.ly/sebocLI Join an open-mic event: https://www.seboc.com/events   References: Arciniega, L. M., Servitje, A., & Woehr, D. J. (2021). Impacting the bottom line: Exploring the effect of a self‐efficacy oriented training intervention on unit‐level sales growth. Human Resource Development Quarterly, 32(4), 559–576.  https://doi-org.libauth.purdueglobal.edu/10.1002/hrdq.21433   Carey, M. & Forsyth, A. (2009). Teaching tip sheet: Self-efficacy. American Psychological Association (APA).  https://www.apa.org/pi/aids/resources/education/self-efficacy  Chrousos, G. P., & Mentis, A. F. A. (2020). Imposter syndrome threatens diversity. Science, 367(6479), 749-750.   Gallagher, M.W. (2012). Encyclopedia of Human Behavior (Second Edition). Self-efficacy. Via ScienceDirect:  https://www.sciencedirect.com/topics/psychology/self-efficacy-theory   Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half-century retrospective. Motivation Science, 5(2), 93–105.  https://doi-org.libauth.purdueglobal.edu/10.1037/mot0000127   Sheykhangafshe, F. B., Nouri, E., Niri, V. S., Choubtashani, M., & Farahani, H. (2024). The efficacy of Cognitive Behavioral Therapy on mental health, self-esteem and emotion regulation of medical students with imposter syndrome. Educational Research in Medical Sciences, 13(1).   Recommended scales: Eysenck Self-esteem Scale (ESES) Imposter Syndrome Scale

This is the 7th podcast from the RE-STAR team and Professor Edmund Sonuga-Barke and Dr Georgia Pavlopoulou share the findings from work package one. This episode explores how the RE-STAR team has collected qualitative data through innovative methods that really allow the voices of young people with ADHD and Autism to be heard. They also share the findings about the upsetting experiences of young people with ADHD and Autism, what these experiences are (and if you are a teacher you might be surprised) and the intensity of those emotional experiences and as well as how these differ for neurotypical, ADHD and Autistic groups. The team is also considering the long term impact of this emotional burden on depression and anxiety.  If you would like to hear more from the RE-STAR team please do take a listen here: https://changingstatesofmind.com/re-star-project If you would like to read the paper the link is:  https://acamh.onlinelibrary.wiley.com/doi/10.1002/jcv2.12287 A second paper is also available: https://osf.io/preprints/osf/dras7 Why do attention-deficit/hyperactive disorder and/or autism traits place adolescents at risk for depression? Protocol for a longitudinal comparison of the mediating role of deficits in emotional processing and control versus emotional burden  

In this latest episode, we discuss with Professor Selcuk Sirin the potential influences of our expanding digital world on parenting and child development. We speak about both preparing children for entering the digital world, as well as supporting them once they are in it. We also touch upon the development of technology, and the various generational responses to it.  As an applied psychologist, Dr. Sirin uses empirical research methods to better understand the needs of children and families, and to arm professionals and policy makers with this knowledge so as to better address the needs of the most vulnerable. The goal that unites all of his work is to enhance the lives of marginalized children using development in context as a general framework. He focuses on immigrant children in New York, Muslim youth in the US, refugees in Turkey and Norway, and students at risk in US schools. He has published his work in top journals, such as Child Development, Developmental Psychology, Review of Educational Research, and Pediatrics, in an effort to inform scholars, practitioners, and policy makers about marginalized children. He has also made a concerted effort to get his work to a wider audience both locally and globally, as he believes strongly in “giving scientific knowledge away.” He has served on several policy committees such as the National Academy of Sciences, the Urban Institute, and the Migration Policy Institute. He has also collaborated with UNESCO and Save the Children, in their efforts to improve the lives of refugee children. Please visit his lab's web page for most recent work and volunteering opportunities. Sirin Lab  For those from Turkey here is his Turkish web page: http://www.selcuksirin.com/  Turkçe web sayfam için lütfen şu sayfayı ziyaret edin:  http://www.selcuksirin.com/   

Since the age of smart phones, navigating friendship, safety and self-esteem is ever more perilous and challenging for young people. Parents are seeing their children grow up in a world increasingly different from their own, while schools are having to adapt to a blurring of home life, school life and the online world.In Episode 1 of Season 3 of The Rest is Education, we ask what an education centred around the child and seen through the eyes of a child might look like.In this episode, David and Isabel are joined by Ramita Anand, educational consultant and founder of Elevate RA. Ramita has worked in many educational settings as a teacher and SENCO. She is the author of Girl Elevated and presents the podcast Elevate, which can be found wherever you get your pods and here: https://www.elevate-ra.com/podcast/Books or websites recommended or mentioned in the episode:· The UN Convention on the Rights of the Child: https://www.unicef.org.uk/what-we-do/un-convention-child-rights/· OECD (2024), What Does Child Empowerment Mean Today?: Implications for Education and Well-being, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/8f80ce38-en.· Girl Elevated https://www.goodreads.com/book/show/60712996-girl-elevated· Elevate RA https://www.elevate-ra.com/ book· Jonathan Haidt https://www.newyorker.com/news/the-new-yorker-interview/jonathan-haidt-wants-you-to-take-away-your-kids-phone· Marc Brackett – Permission to Feel & The Ruler Programme https://marcbrackett.com/permission-to-feel/· Michael Ungar – I Still Love You https://www.goodreads.com/book/show/24792938-i-still-love-you· Lisa Demour – Untangled https://drlisadamour.com/books/untangled/ podcast Ask Lisa· Becky Kennedy – Good Inside https://www.goodinside.com/· Big Feelings – Mollie West Duffy & Liz Fosslien https://www.lizandmollie.com/big-feelings· The School of Life https://www.theschooloflife.com/· Elizabeth Day – Friendaholic https://www.goodreads.com/book/show/67353385-friendaholicEmail us: therestiseducation@gmail.com

Dr. Manju Banerjee, VP of Educational Research and Innovation at Landmark College, talks about Landmark's vision for helping neurodivergent students thrive in college and in their careers. Learn more about your ad choices. Visit megaphone.fm/adchoices

The thing about research is that it doesn't prove anything, at least not in the social sciences. There is no single research that conclusively proves anything once and for all about reading instruction. Research may support a hypothesis. It may provide evidence for something, show something, indicate something, or demonstrate something, but in the social sciences, research doesn't prove things. The results may indicate, implicate, or illustrate, but educational research doesn't prove things.SoR advocates often claim that there is a “proven science” of reading. But when working with variable human beings interacting in variable social situations there are simply too many variables to say that something proves something else conclusively. Instead, research provides evidence for things. A lot of research provides strong evidence. A little research provides weak evidence. There are evidence-based practices (see Chapter *) but there is no “proven science” of reading. But even saying something is evidence-based says nothing about the quality of the evidence or the validity of the evidence.

In this episode: Important background for interpreting educational research How we deal with value pluralism and fundamental uncertainty How educational research responds to and provokes anxiety and moralizing How we can avoid enmity and grift as we argue about research Contact me!

  Interviewees: Dr. Kevin Eva, Dr. Lara Varpio, Dr. Gabrielle Finn, and Dr. Yoon Soo Park Interviewer: Lisa Meeks In this special live episode, recorded at the 2024 ASME Conference in Warwick, UK, host Lisa Meeks moderates a dynamic panel titled "Advancing Disability Equity in Health Professions Scholarship: A Panel Discussion on Inclusive Research and Publication Practices." Joining her are esteemed guests Drs. Kevin Eva, Lara Varpio, Gabrielle Finn, and Yoon Soo Park, who delve into the critical intersection of equity, academia, and scholarship. They share valuable insights on expanding diversity, equity, and inclusion (DEI) initiatives to fully embrace disability. The discussion highlights the pivotal roles of academic journals, conference organizers, researchers, and institutions in fostering inclusive environments that support scholars and students with disabilities. This episode is essential listening for anyone committed to advancing equity and inclusion in academia. Keywords:  Transcript Bios:  Dr. Kevin Eva is Associate Director and Scientist in the Centre for Health Education Scholarship, and Professor and Director of Educational Research and Scholarship in the Department of Medicine, at the University of British Columbia.  He completed his PhD in Cognitive Psychology (McMaster University) in 2001 and became Editor-in-Chief for the journal Medical Education in 2008.   Dr. Lara Varpio is a professor at the Children's Hospital of Philadelphia and the University of Pennsylvania. She is internationally recognized for her expertise in qualitative research methods and methodologies, and in theories from the social sciences and humanities. Her research has won national and international awards. She has given invited talks at hospitals and medical schools around the world, and she has led invited sessions and given plenaries at some of the largest and most respected academic medicine conferences in the world. Dr. Gabrielle Finn is Vice Dean for Teaching, Learning and Students at the University of Manchester. Gabrielle was previously Founding Director of the Health Professions Education Unit (HPEU) and Chair of the Postgraduate Board at the Hull York Medical School (HYMS) where she worked extensively on widening access and curriculum development, including the implementation of Longitudinal Integrated Clerkships into medical programmes. She holds Associate Editor posts for BMC Medical Education and the European Journal of Anatomy. She was awarded a National Teaching Fellowship in 2019, principally for her work developing the PaintME network to support the integration of living anatomy into healthcare curricula. Dr. Yoon Soo Park is the Ilene B. Harris Endowed Professor and Head of the Department of Medical Education. He holds a Ph.D. in Measurement, Evaluation, and Statistics from Columbia University. Park's experiences include both academic and industry settings, with research interests and experiences across multiple disciplines in psychometrics, biostatistics, educational psychology, and medicine. Park's research agendas have focused on data science and learning analytics methodologies in health professions education. He has also actively engaged in interdisciplinary research in the social sciences, collaborating with diverse researchers and practitioners across disciplines. His work in the health professions education has advanced the preparation of learners in clinical reasoning and measurement of competencies through validity studies.   Produced by: Dr. Lisa Meeks  Audio editor: Jacob Feeman Digital Media: Katie Sullivan and Lisa Meeks   

In this final summary interview with Prof. Dr. Suzanne Narciss, we review all our learning about failure over the last few months. There is much we can do to encourage our students to learn from errors, including interactive formative assessment and feedback strategies, prompting reflection and adaptive strategies for dealing with errors and using other people's errors. As teachers we need to help students overcome their fear of failure by creating a positive error climate and supporting students to develop a more positive error mindset. But this is an area that is challenging to research and we still have much to learn. 

Ever wondered why some school counseling programs deliver long-lasting results while others fall flat? In this episode of the School for School Counselors podcast, host Steph Johnson addresses the critical need for evidence-based practices in the field of school counseling. Though counselor-created resources are popular, Johnson emphasizes the importance of moving beyond these kinds of resources commonly found online. She discusses the insufficiency of peer-reviewed research in current school counseling interventions and offers reliable alternatives such as cognitive behavioral therapy (CBT), mindfulness-based interventions, and established curriculums like Second Step and MindUP. Additionally, Johnson highlights the potential harm of inadequately researched resources found on platforms like Teachers Pay Teachers. She provides practical advice on where to find validated interventions and underscores the value of collecting long-term data to assess their effectiveness.If you truly want to be a better school counselor, listen in for actionable insights to elevate your school counseling practices, backed by the power of evidence-based approaches that truly make a difference in students' lives.Mentioned in This Episode:School for School Counselors MastermindResources:American School Counselor Association (2019). ASCA schoolcounselor professional standards & competencies. Alexandria,VA: Author. Retrieved from https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdfAmerican School Counselor Association. (2021). ASCA student standards: Mindsets & behaviors for student success. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdfCollaborative for Academic, Social, and Emotional Learning (CASEL). (n.d.). Retrieved from https://casel.org/Committee for Children. (n.d.). Second Step program. Retrieved from https://www.secondstep.org/Gallagher, C., Swalwell, K., & Bellows, L. (2019). Editorial processes and quality control in educational materials. Educational Studies, 48(1), 112-128.Kendall, P. C. (1990). Coping Cat program for anxiety disorders. Journal of Clinical Child Psychology, 19(2), 99-107.MacArthur, J., Harris, L., Archonbald, N., & Shelton, K. (2021). Findings on the quality of activities in educational resources. Journal of Educational Research, 54(3), 245-262.National Association of School Psychologists. (n.d.). Professional development. Retrieved from https://www.nasponline.org/professional-developmentSawyer, R., Dick, M., & Sutherland, J. (2020). The correlation between resource aesthetics and cognitive demand. Mathematics Education Review, 62(4), 301-318.The Goldie Hawn Foundation. (n.d.). MindUP curriculum. Retrieved from https://mindup.org/U.S. Department of Education. (n.d.). What Works Clearinghouse. Retrieved from https://ies.ed.gov/ncee/wwc/

Dr. Joshua Barnett is an educational thought leader who has spent his career working to improve the effectiveness of teacher leaders. In an interview, he discussed how teacher leaders can establish trust, develop deep instructional knowledge, and build credibility with their colleagues. He also shared his thoughts on why the teaching profession is challenged with recruitment and turnover and how teacher leaders can be a key solution to helping principals manage the teaching situation. Barnett emphasized the importance of getting it right, rather than being right, and reminded us that localized solutions are often the most effective.Bringing professional learning to effective teacher leaders. Supported over 300,000 educators and 3.5 million studentsHow teacher leadership matters. Engage with and serve as the bridge between the leadership team and the rest of the schoolProvide instructional support - Collaboration with other teachersCoaching other adultsInstructional feedback1. Establish trust2. Deep instructional knowledgeIdentify the needs of other adults3. CredibilityOwnership of their learningHow do we help them take ownership of their learningWhat is the expectation that teachers have by going?Autonomy, capacity, and supportTeacher leader as conduit from national/regional training. The only learning that is valued is the “approved” learning. System-wide approach to help teacher leaders take on an approachWhy is our profession challenged with recruitment and turnover. Committed to building educator effectiveness. Practical conversations - teacher leaders are a key solution to helping principals manage the teaching situation. Get it right, rather than being right. Reminded vs. instructed.Localized solutions.How the role of the principal plays into this paradigm. District-based certification modelHow to be a transformative principal? Key strategy is to rely on teacher leaders for success. Giving them the time to go through the building and have a conversation. Dr. Joshua Barnett is NIET's chief executive officer, responsible for overseeing all of the organization's operations including service delivery, research and evaluation, professional learning and learning technology development, policy and communications, financial operations, and higher education partnerships. He is also the author of Unleashing Teacher Leadership: A Toolkit for Ensuring Effective Instruction in Every Classroom Previously, Josh served as president and chief operating officer for NIET, where he supported NIET partnerships with strategic oversight of research, NIET's higher education innovation, and service delivery. He was also the principal leader and investigator for NIET's successful federal projects. He has been with NIET since January 2013 when he joined as the organization's senior vice president of research and evaluation. In that role, he led NIET's research agenda and production of evidentiary support for all initiatives and grant programs. He also directed all external evaluation projects and research services.Josh's research work throughout his career has explored how to improve educator quality in all schools for all students by addressing two related issues: examining how teachers and principals are evaluated and how resources are distributed to and used within schools.Before joining NIET, Josh worked as an assistant professor of education policy and evaluation at Arizona State University, a visiting scholar at Massey University in New Zealand and a research associate in the Office for Education Policy at the University of Arkansas.Josh has taught courses in research methods, school finance, evaluation, and educational psychology; worked as an evaluator for nearly three dozen federal and state grants; served as an evaluator for the U.S. Institute of Education Sciences; and worked with local, state and national government agencies and organizations on projects aimed at improving educator effectiveness.He is author of Unleashing Teacher Leadership: A Toolkit for Ensuring Effective Instruction in Every Classroom and has been published in a variety of outlets, including Review of Educational Research, Teachers College Record, Educational Leadership, New Zealand Education Review, and Issues in Teacher Education. He is also co-author of A Straightforward Guide to Teacher Merit Pay: Encouraging and Rewarding Schoolwide Improvement and Learning on the Job: How Evaluation Systems Can Support Teacher Growth. We're thrilled to be sponsored by IXL and MyFlexLearning. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you simplify and streamline technology, reliably meet Tier 1 standards, improve assessment performance, and more. Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.MyFlexLearning is the scheduling platform that helps middle and high schools meet the individual needs of all students. Create and manage time for flex blocks, WIN time, activity periods, RTI, counselor and teacher appointments and much more. And with a built-in accountability tool and reporting features, solve your challenges around getting kids where they need to be and understanding how flex time is spent. Make your flex time work for you. Visit myflexlearning.com/BE to learn more and receive $500 off the first year. 

Today we explore what it means to decolonize education. My guests are Riyad Shahjahan, Annabelle Estera, and Kirsten Edwards. Together with Kristen Surla, they conducted a literature review of 207 articles about the topic. They show that the very idea of decolonizing takes on diverse meanings and subsequently is put into practice in different ways. They argue there is no one way or best practice to decolonize curriculum or pedagogy. They also detail some of the challenges of actualizing decolonization. Riyad Shahjahan is an associate professor of higher, adult, and lifelong Education at Michigan State University. Annabelle Estera is an Advisor and Instructor in Graduate Education at Endicott College. Kirsten Edwards is an Associate Professor in educational policy studies at Florida International University. Their new co-written article is “‘Decolonizing' curriculum and pedagogy: A comparative review across disciplines and global higher education contexts” published in the Review of Educational Research. freshedpodcast.com/shahjahan-estera-edwards/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

What can we learn from the world's top-performing school systems? Join Geoff Masters, CEO of the Australian Council for Educational Research, and NAHT assistant general secretary James Bowen as they discuss the findings of research into the world's highest-performing systems, including their approaches to assessment. Professor Geoff Masters' research Building a world-class learning system: Insights from some top-performing school systems is the result of a multi-year study of five jurisdictions – British Columbia, Estonia, Finland, Hong Kong and South Korea – that have long performed well on the OECD Programme for International Student Assessment (PISA), and how they have been rethinking and reforming their school systems.

Tom is joined by Dan Worker (Deputy head and History teacher), Michael Downes (Head of History), Robert Simpson (English teacher) and Helen Bradford-Keegan (a Foundation Head of Educational Research & Innovation 0-19) to discuss effective revision strategies. What are the best revision strategies? What do you use? What revision routines do you promote with students? Do you have any revision do's and don'ts? What does the science say on revision? All covered in this 90 minute conversation. 

In this episode of MathsTalk, host Leanne McMahon discusses the pressing issue of out-of-field teaching in mathematics education. With recent media attention on AMSI's analysis of out-of-field secondary maths teaching and upskilling initiatives in Australia, Leanne explores the complexities of defining out-of-field teaching and its various dimensions, including qualification, specialism, workload, and capability. Drawing from extensive research and insightful anecdotes, she discusses the impact of out-of-field teaching on student learning and offers practical strategies for upskilling teachers, emphasizing the importance of government funding for retraining initiatives. Through engaging discussions and resource recommendations, including the invaluable Out of Field Teaching Toolkit podcast, McMahon aims to ignite a conversation and provide actionable solutions to enhance the quality of mathematics education across Australia. Resources: AMSI Paper: https://amsi.org.au/?publications=relieving-out-of-field-teaching-in-australian-secondary-mathematics  Podcast Out-of-Field Toolkit: Margaret Paton: https://open.spotify.com/show/5ktSjWBqd3SgmeuInYtzGx?si=fb4ffc1419e64407 Hobbs, L., Campbell, C., Delaney, s., Speldewinde, C. & Lai, J. (2020). Defining and mapping out-of-field  teaching in Victorian government schools. Deakin University Retrieved from  https://static1.squarespace.com/static/57f5c6e0414fb53f7ae208fc/t/61727df5c5216e3ba4565c 48/1634893310963/TOOF+Mapping+Report+Hobbs+et+al+2020_Definitions+only.pdf Ní Ríordáin, M., Paolucci, C., & O' Dwyer, L. M. (2017). An examination of the professional development  needs of out-of-field mathematics teachers. Teaching and Teacher Education, 64, 162-174.  https://doi.org/https://doi.org/10.1016/j.tate.2017.02.001 Beswick, K. (2014). What teachers' want: Identifying mathematics teachers' professional learning needs.  The Mathematics Enthusiast, 11(1), 83-108. Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers' professional development in the  United States/Mejores practicas de desarrollo profesional docente en Estados Unidos.  Psychology, Society, & Education, 7(3), 252-278.   Du Plessis, A. (2016). Leading teachers through the storm: Looking beyond the numbers and turning the  implications of out-of-field teaching practices into positive challenges. International Journal of  Educational Research, 79, 42-51. https://doi.org/10.1016/j.ijer.2016.06.010 Goos, M., O'Donoghue, J., Ní Ríordáin, M., Faulkner, F., Hall, T., & O'Meara, N. (2020). Designing a  national blended learning program for “out-of-field” mathematics teacher professional  development. ZDM, 52(5), 893-905. https://doi.org/10.1007/s11858-020-01136-y Contact us: mathsTalk@amsi.org.au Twitter (X): @AMSIschools  

We're thrilled to share this compelling live discussion with Elizabeth Reilley and Amanda Gulley from Arizona State University, recorded at the inaugural ASU+GSV AIR Show. This episode dives into ASU's pioneering AI projects, exploring how AI technology is reshaping student and faculty experiences at ASU and beyond. Discover how ASU leverages AI for impactful educational innovations and community engagement, pushing the boundaries of traditional education.Guest Names: Amanda Gulley, Chief of Product & User Experience - EdPlus at Arizona State UniversityDr. Elizabeth Reilley, Executive Director of AI Acceleration at Arizona State UniversityGuest Bios: As the Chief of Product and User Experience within EdPlus at Arizona State University, Amanda Gulley believes that everything we build should be tailored to the experience. Her passion for product development, data and design stems far outside her everyday job and has become a hobby that has provided her countless opportunities as an expert to learn, mentor and practice the field in all walks of life. She has been in education for almost 15 years, 11 of them within technology and product.Dr. Elizabeth Reilley is the Executive Director, AI Acceleration, with Enterprise Technology at Arizona State University. Previously at ASU, she worked in the area of Data and Analysis also within Enterprise Technology. Elizabeth has 15 years of experience in higher education working in Academic Affairs, Information Technology, and Strategy and Policy. She has a PhD in Educational Research, Measurement and Evaluation and an MBA from the University of North Carolina at Greensboro and a BA in Philosophy and Community and Justice Studies from Guilford College.Guest Social Handles:Amanda's LinkedInElizabeth's LinkedIn  - - - -Connect With Our Host:Dustin Ramsdellhttps://www.linkedin.com/in/dustinramsdell/https://twitter.com/HigherEd_GeekAbout The Enrollify Podcast Network:The Higher Ed Geek is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Some of our favorites include Generation AI and I Wanna Work There. Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com. Connect with Us at the Engage Summit:Exciting news — Dustin will be at the 2024 Engage Summit in Raleigh, NC, on June 25 and 26, and we'd love to meet you there! Sessions will focus on cutting-edge AI applications that are reshaping student outreach, enhancing staff productivity, and offering deep insights into ROI. Use the discount code Enrollify50 at checkout, and you can register for just $200! Learn more and register at engage.element451.com — we can't wait to see you there!

On this episode of Mind The Gap, Tom Sherrington and Emma Turner are joined by Carl Hendrick, author of two books about the science of teaching and learning and a third about bridging the gap between research and practice. Carl said he approached finding the research papers for his books in the same way that he would have compiled an album of seminal classic rock tracks, but with the criterion of having the greatest use for teachers and school leaders. The discussion turned to how education research is conducted and how "a lot of debates in education are people in different stages talking past one another". Carl also says that we now have a good understanding of the science of learning, but the three agree that especially in the early years and early primary education, even research-proven pedagogical practices like interleaving can't take the place of play-based learning, for example. Listen now to hear more on how teachers can really engage with educational research. Carl Hendrick works at the Academica University of Applied Sciences in Amsterdam where his focus is on bridging the gap between research and practice. Carl was a secondary English teacher for 18 years in a range of different contexts and completed his PhD in education at King's College London. He is the co-author of How Learning Happens, How Teaching Happens, and What Does this Look Like in the Classroom. Follow Carl on Twitter ⁠@C_Hendrick⁠ Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter ⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠ Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She founded ‘NewEd – Joyful CPD for early-career teachers,' a not-for-profit approach to CPD to encourage positivity amongst the profession and help retain teachers in post. Follow Emma on Twitter ⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠. This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/ --- Send in a voice message: https://podcasters.spotify.com/pod/show/mindthegap-edu/message

Our guest for this special miniseries is Professor Geoff Masters, CEO of the Australian Council for Educational Research. His new book, 'Building a World-Class Learning System, Insights from Some Top-Performing School Systems', explores what's happening in British Columbia, Estonia, Finland, Hong Kong, and South Korea. In the first episode, we talked about the big questions that school systems around the world are grappling with. We also looked at some of the reforms in these 5 jurisdictions, including the core characteristics of a world-class curriculum. Our topic for this episode is creating the conditions for all students to learn successfully. Host: Jo Earp Guest: Professor Geoff Masters

In this episode, we invite Professor John Rucynski back to discuss his book, Bridging the Humor Barrier: Humor Competency Training in English Language Teaching, and more generally the topic of joking in Japan. John is an associate professor at the Center for Language Education at Okayama University. His main research interest is exploring the role of humor in foreign language acquisition and intercultural communicative competence. In addition to editing two volumes about this passion, he has written numerous articles and given conference presentations around the world. His mission going forward is to at least slightly disprove the maxim that “Nothing is as unfunny as trying to explain why something is funny.” To learn more about John and his work, check out the following books and articles:Bridging the Humor Barrier: Humor Competency Training in English Language Teaching (Rowman & Littlefield; with Caleb Prichard)New Ways in Teaching with Humor (TESOL Press)Is This Thing On? Teacher Views of Incorporating Humor Into Online Language Classes (The Language Teacher, with Peter Neff)L2 Learners' Ability to Recognize Ironic Online Comments and the Effect of Instruction (System; with Caleb Prichard)Implementing Humor Instruction into English Language Teaching (English Teaching Forum; with Caleb Prichard)The English Classroom as “Warai no ba”: Instructor Views on Humor and Language Learning in Japan (International Journal of Educational Research; with Peter Neff)Second Language Learners' Ability to Detect Satirical News and the Effect of Humor Competency Training (TESOL Journal; with Caleb Prichard)Japanese Perceptions of Humor in the English Language Classroom (HUMOR; with Peter Neff)Using The Simpsons in EFL Classes (English Teaching Forum)The Deep in Japan Podcast is completely independent and crowd-funded, so if you like what you hear, please give thought to supporting us.The outro was American Joke Man by JAM. Don't know who Spalding Gray is? You're not alone. I thought John was referring to a crayon color. For context, check out his 1987 masterpiece, Swimming to Cambodia.Got something to say? You can reach me at the following:www.facebook.com/groups/deepinjapan/ deep.in.japan.podcast@gmail.comAs always, thank

Josh and Timon sit down with the Executive Directors of two new initiatives designed to strengthen Christian institutions, the Center for Academic Faithfulness & Flourishing led by P. Jesse Rine and the Center for Baptist Leadership led by William Wolfe.   #AmericanReformer #HigherEducation #ChristianCollege #PJesseRine #SBC #SouthernBaptist #Leadership #WilliamWolfe   P. Jesse Rine is the Executive Director of American Reformer's Center for Academic Faithfulness & Flourishing. He is also the Editor-in-Chief of the Christian Higher Education Journal. He previously served as Special Assistant to the President for Educational Research & Policy at North Greenville University and Associate Professor & Director of the M.S. Program in Higher Education Administration at Duquesne University.   Learn more about P. Jesse Rine's work: https://twitter.com/pjesserine https://www.linkedin.com/in/pjesserine/   William Wolfe is a 10-year veteran of the conservative political movement. Before joining American Reformer he served as a Senior Official in the Trump Administration, both as a Deputy Assistant Secretary of Defense at the Pentagon and a Director of Legislative Affairs at the Department of State. Prior to his service in the Administration, William worked for Heritage Action for America, and as a Congressional Staffer for three different Members of Congress, including the former Rep. Dave Brat. He has a B.A. in History from Covenant College, and a Masters of Divinity at The Southern Baptist Theological Seminary.   Learn more about William Wolfe's work: https://twitter.com/William_E_Wolfe   ––––––   Follow American Reformer across Social Media: X / Twitter – https://www.twitter.com/amreformer Facebook – https://www.facebook.com/AmericanReformer/ Website – https://americanreformer.org/   Promote a vigorous Christian approach to the cultural challenges of our day, by donating to The American Reformer: https://americanreformer.org/donate/   Follow Us on Twitter: Josh Abbotoy – https://twitter.com/Byzness Timon Cline – https://twitter.com/tlloydcline   The American Reformer Podcast is  hosted by Josh Abbotoy and Timon Cline, recorded remotely in the United States, and edited by Jared Cummings.   Subscribe to our Podcast, "The American Reformer" Get our RSS Feed – https://americanreformerpodcast.podbean.com/ Apple Podcasts – https://podcasts.apple.com/us/podcast/the-american-reformer-podcast/id1677193347 Spotify – https://open.spotify.com/show/1V2dH5vhfogPIv0X8ux9Gm?si=a19db9dc271c4ce5

How she stays at the same place for so long. RelationshipsStreet cred and reputation exist, but they don't know me personally. Each family is a new relationshipHonesty and transparencyPeople don't always love the news I give them, but they do appreciate the honesty and directnessDon't need to sugarcoat things because it doesn't actually help. Call and connect with new families. Calling to share good news. Our students deserve our A game every dayDeveloping teachers when you have a good relationship. Be a good listener, open the door for reflection. Work together, rather than against each other. 90% of teachers want to be here for the right reason. Seeing brillianceThe meat of your work is not in doing observations. Small moments of walkthroughs are where the growth really happens.Keep a sense of humorWeird, hard, and funny happens every day. Don't make rash decisions - Somebody else thought I should make a decision quickly. Don't let anyone rush your decisions.How to be a transformative principal? Think about students you're worried about and make a phone call to the family. Please add your bio here: Marianne Lescher is a life-long educator. Her 40 years in public education span Massachusetts and Arizona.  Dr. Lescher started as an elementary and special education teacher and Assistant Principal in Westwood, Massachusetts and eventually moved to Arizona, where she has been in the Kyrene Elementary District for over 26 years.  In Kyrene, Marianne started at the District Office as a Specialist and Director in Curriculum.  Marianne's heart is with children and families, so she moved to an elementary school and has been a K-5 and K-8 principal for 25 years.  Over these years, Marianne's schools have achieved the A+ School of Excellence Award from the Arizona Educational Foundation four times and her current school was honored with the National Blue Ribbon School of Excellence Recognition in 2015.  This is the highest honor a school can achieve from the Department of Education in Washington DC.  A highlight of Marianne's career as a Principal has been her work to envision and bring to life the goal of a K-8 campus for Kyrene Traditional Academy.  Marianne was charged with not only developing and training a staff in new curriculum and instructional strategies, but also to work with architects and construction crews to add two new buildings to campus and overseeing the renovation of the existing school building, all on an active school campus!   With her staff, students and community, Marianne's school has almost doubled in enrollment and continues to achieve amazing results and has been recognized with numerous awards.  Marianne is a life-long learner as well, and received her undergraduate degrees from Boston College in elementary and special education, her M.Ed. from the University of Massachusetts, Boston and her Ph. D. from Boston College in Educational Research, Measurement and Evaluation. She is a proud Double Eagle from BC!  Marianne continues her own professional development and study through her work with the National Institute for School Leadership (NISL) where she trains and mentors new and aspiring school leaders. She also works closely with the Arizona Educational Foundation in supporting school leaders and is an adjunct with Grand Canyon University.

This episode of Changing Higher Ed explores the win-win partnership between universities and organizations like The Oasis Institute, which is dedicated to lifelong learning and community engagement for older adults.  Host Drumm McNaughton interviews Paul Weiss, President of The Oasis Institute, about the benefits of engaging seniors in higher education, from enriching classrooms to fostering community connections.   Key Points:   The growing need for lifelong learning: As the population ages, universities face a crucial opportunity to cater to older adults seeking to continue learning and engage with their communities. The Oasis Institute: A national non-profit promoting healthy aging through lifelong learning, health programs, and civic engagement, including an intergenerational literacy tutoring program. Benefits for universities: §  Research opportunities: OASIS programs offer fertile ground for research across various disciplines. §  Enriched classrooms: Older adult learners bring unique perspectives and enthusiasm, fostering vibrant learning environments. §  Financial benefits: Engaging older adults, a significant philanthropic demographic, can lead to increased support and legacy gifts. §  Improved public perception: Universities demonstrate commitment to serving all age groups, strengthening community ties. Strategies for success: §  Develop and share content: Collaborate with organizations like OASIS to fill curriculum gaps, benefiting both institutions and the community. §  Offer intergenerational learning: Explore tutoring programs or co-housing arrangements to create meaningful interactions between generations. §  License specialized curricula: Utilize expertise from organizations like OASIS to address the specific needs of older learners. Beyond education: Universities can support older adults in various ways: §  Advocacy: Older adults can become powerful advocates for public funding if they feel connected to universities. §  Mentorship: Programs like OASIS's intergenerational tutoring demonstrate the potential for older adults to mentor youth, fostering community and support.     Three Key Takeaways for Higher Education Presidents and Boards: Acknowledge and embrace the role of universities in serving the entire community, including the aging population, to foster a more inclusive approach to education and engagement. Prepare for the demographic shift towards an older population, necessitating strategic adjustments in educational offerings and services to meet the needs of this growing demographic. Explore and invest in the field of older adult education as a ripe area for innovation and research, leveraging the university's resources to enhance the quality of life for seniors. Final Thoughts This episode underscores the significance of integrating seniors into the higher education ecosystem, highlighting the mutual benefits of such engagements. Weiss's leadership at The Oasis Institute exemplifies the potential for educational institutions to serve not just traditional student demographics but the broader community through innovative partnerships. For higher education leaders, the insights shared offer a compelling blueprint for fostering lifelong learning, enhancing civic engagement, and ultimately enriching the fabric of our communities. Read the transcript or the extended show summary on our website →   About Our Podcast Guest Paul Weiss came to The Oasis Institute in June 2017 to serve as the third President in the organization's 40-year history. Paul has spent his career helping mission-based nonprofit organizations exceed their strategic objectives, enabling them to help more people improve the quality of their lives. Originally from St. Louis, Paul holds a Ph.D. in Educational Research and Psychology from Washington University and has more than 20 years of experience in education, social enterprise leadership, program development, strategic planning, organizational growth, and team building. Our Guests Social Link: Paul Weiss on LinkedIn   About the Host Dr. Drumm McNaughton, host of Changing Higher Ed®, is a consultant to higher education institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm's website: https://changinghighered.com/. The Change Leader's Social Media Links  LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com #highereducation #changinghighered #higheredpodcast

In this episode, Brendan Lee speaks with Dr. Jenny Donovan, CEO of the Australian Education Research Organisation. Jenny has led some of the heaviest hitting bits of research in Australia. In her current role with AERO and previous one with NSW Centre for Education Statistics and Evaluation, Jenny has been behind the teams that brought cognitive load theory to prominence and highlighted the lack of evidence behind programs like Reading Recovery and Language Learning & Literacy or L3 as it is more commonly known.   Throughout this interview, she discusses her journey into education research and the importance of evidence-based practice. Jenny emphasises the importance of areas such as explicit instruction, classroom management, teacher training, standardised testing like NAPLAN, and accountability in educational practices. It also touches on controversial topics such as fads in education and how to spot and avoid them. Resources mentioned: AERO: Teaching for how students learn: A model of learning and teaching AERO: Engaged classrooms through effective classroom management NSW CESE: Cognitive load theory: Research that teachers really need to understand NSW CESE: Reading Recovery: a sector-wide analysis NSW CESE: Language, Learning & Literacy (L3) Review Project Follow Through You can connect with: Jenny  Twitter: @JennyDonovan2 Linkedin AERO   You can connect with Brendan: Twitter: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net   Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast

Professor Geoff Masters, CEO of the Australian Council for Educational Research, joins Teacher for a series on world-class learning systems. In Episode 1, we find out more about the 5 systems he's been exploring for a multi-year study commissioned by the National Centre on Education and the Economy in Washington DC. Host: Jo Earp Sponsor: MacKillop Seasons

The One About:Reading Fluency and the Science of Reading with Dr. Tim Rasinski Is Fluency Instruction Part of the Science of Reading? What Types of Fluency Instruction Works Best? Nate Joseph's work grounds our discussion. All about Dr. Tim Rasinski and his books:https://www.timrasinski.com/ Article:https://www.timrasinski.com/presentations/Reading-Fluency-and-the-Science-of-Reading.pdf This article was written by Nathaniel Hansford (Nate Joseph).If you want to learn more about reading instruction and meta-analysis, be sure to check out his website:www.pedagogynongrata.com or his book: The Scientific Principles of Reading Instruction. If you would like to contact Nathaniel, you can reach him atevidenced.based.teaching@gmail.com Timothy Rasinski, Ph.D.Professor of Reading EducationReading and Writing CenterKent State University401 White HallKent, OH 44242trasinsk@kent.edu ; 330-672-0649website: www.timrasinski.comTwitter: @timrasinski1Timothy Rasinski is a professor of literacy education at Kent State University and director of its award-winning reading clinic. He also holds the Rebecca Tolle and Burton W.Gorman Endowed Chair in Educational Leadership. Tim has written over 250 articles andhas authored, co-authored or edited over 50 books or curriculum programs on reading education. He is author of the best-selling books on reading fluency The Fluent Reader and The Megabook of Fluency. Tim's scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. Hisresearch on reading has been cited by the National Reading Panel and has been published inn journals such as Reading Research Quarterly, The Reading Teacher, ReadingPsychology, and the Journal of Educational Research. Tim is the first author of the fluency chapter for the Handbook of Reading Research, Volume IV.Tim served a three-year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the worlds most widely read journal of literacy education. He has also served as co-editor of the Journal of LiteracyResearch. Rasinski is past-president of the College Reading Association and he has wonthe A. B. Herr and Laureate Awards from the College Reading Association for hisscholarly contributions to literacy education. In 2010 Tim was elected to the InternationalReading Hall of Fame and he is also the 2020 recipient of the William S. Gray Citation ofMerit from the International Literacy Association. In a 2021 study done at StanfordUniversity Tim was identified as being among the top 2% of scientists in the world.Prior to coming to Kent State Tim taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and reading intervention teacher in Omaha, Nebraska. Tim is a veteran of the United States armed forces.Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education. Co-hosts Faith Borkowsky and Judy Boksner coach teachers, teach children to read, and hold master's degrees in education.Our goal is to leave listeners thinking about the issues and drawing their own conclusions.Get ready for the most THOUGHT-PROVOKING AND DELICIOUSLY ENTERTAINING education podcast!

Join us for this end-of-year special edition of the PCRF Education Research Journal Club when each of our panelists will share a favorite article from the educational literature in 2023.

When you hear the word Utopia - what comes to mind? The images that it conjures up for you may seem unimaginable in the context of ecological crises, multiple wars, political strife, and the pandemic that characterizes our world.  Today, I get to talk with two scholars who are working to help us understand this idea of utopian methodologies – a research approach that can help us envision, implement, sustain, and critically evaluate educational activity systems – an approach that can help us take concrete, actionable steps that can guide us toward a more just future in our work as learning scientists.  My guests today are Drs. Antti Rajala and Moises Esteban Guitart. Antti is a Senior Researcher at the School of Educational Sciences and Psychology at the University of Eastern Finland. Moises is a Professor of Psychology and the Director of the Institute of Educational Research of the University of Girona. ------------------- Works Discussed: Esteban-Guitart, M., Iglesias, E., Serra, J. M., & Subero, D. (2023). Community Funds of Knowledge and Identity: A Mesogenetic Approach to Education. Anthropology & Education Quarterly, 54(3), 307–317. https://doi.org/10.1111/aeq.12451 Esteban-Guitart, M. & Moll. (2014). Funds of Identity: A new concept based on the Funds of Knowledge approach. Culture & Psychology, 20, 31–48. https://doi.org/10.1177/1354067X13515934 Rajala, A., Cole, M., & Esteban-Guitart, M. (2023). Utopian methodology: Researching educational interventions over multiple timescales. Journal of the Learning Sciences. Rajala, A., Jornet, J., & Accioly, I. (2023). Utopian methodologies to address the social and ecological crises through educational research. In C. Damsa, A. Rajala, G. Ritella, & Brower, J. (Eds.), Re-theorizing learning and research methods in learning research, New Perspectives on Learning and Instruction, London: Routledge.

The PISA 2022 international results have just been announced. The Programme for International Student Assessment, to give it its full title, measures the knowledge and skills of 15-year-old students in reading, mathematical, and scientific literacy. Rather than how well they've learned a particular piece of content or part of the curriculum, it assesses their ability to apply their knowledge and skills to real-life problems and situations. Singapore once again topped the tables across the board, with its students performing significantly higher than their international counterparts across all 3 domains. PISA 2022, which was delayed by a year because of the pandemic, involved nearly 700,000 students from 81 OECD member and partner economies. Here in Australia, 13,347 students from 743 schools participated. Each cycle of PISA has a nominated major domain – the latest one being mathematics. In this special episode I'm joined by Professor Geoff Masters, CEO of the Australian Council for Educational Research, to talk about Australia's performance, what we could learn from top performer Singapore, and some of the education reforms taking place in other parts of the world. Host: Jo Earp Guest: Geoff Masters Sponsor: MacKillop Seasons

Josh Eyler, author and Director of the Center for Excellence in Teaching and Learning at the University of Mississippi, recently posted a rebuttal on LinkedIn to an article in The Chronicle of Higher Education, in which he wrote, “Grade inflation is a monster that is often trotted out by folks who wish that grades were objective, accurate measures for both learning and rigor in the course. They're neither.” Today we speak with Josh to unpack this provocative quote and other persistent dead ideas around grading and grade inflation.ResourcesLinkedIn post by Josh EylerHow Humans Learn: The Science and Stories behind Effective College Teaching (West Virginia University Press, 2018) by Josh Eyler“A Century of Grading Research: Meaning and Value in the Most Common Educational Measure” in Review of Educational Research (2016) by Susan Brookhart et al.  Forthcoming book: Scarlet Letters: How Grades are Harming Children and Young Adults, and What We Can Do about It (Johns Hopkins University Press) by Josh Eyler

Today's guest is Dr. Tim Rasinski. We'll talk about his newest book, Artfully Teaching the Science of Reading, along with several of his recently published studies that offer ways to support students' fluency development through the use of poems and Reader's Theater. This conversation is packed with ideas you'll be able to use right away. After my converstion with Dr. Rasinski, I'm joined by four of my colleagues – Darren, Lainie, Macie, and Gina – where we'll share our responses, ideas, and further questions. ***For more information about Jennifer Serravallo, to read transcripts of any episode, or to learn about inviting Jen's colleagues to work in your school or district, visit her website: www.jenniferserravallo.comFor more information about Tim's Book, Artfully Teaching the Science of Reading, click here.***About this episode's guest:Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.***Special thanks to Alex Van Rose for audio editing this episode.Support the show

My guest today is Dr. Peng Peng, co-author of a recently-published meta-analysis that examined the role of strategy instruction with struggling readers in grades 3-12. The analysis sought to understand which strategies, and which strategy combinations, are most important to prioritize in a time-crunched intervention setting. Later, I'm joined by my colleague Elisha Li for a conversation about practical takeaways for the classroom. ****Read a full transcript of this episode, and learn more about the show at https://www.jenniferserravallo.com/podcast More about Peng Peng's research on working memoryMore on the Effectiveness of Multi Stratergy ReadingDr. Kintsch's ReadingComprehension Model****More about Dr. Peng Peng:Dr. Peng Peng's research aims to bridge cognitive psychology and special education. He is interested in embedding high-level cognitive skills training into academic instructions for children with severe learning difficulties. In particular, he has been working on projects to design instruction that can incorporate cognitive strategy, meta-cognition, and reading skills. Another line of his research is meta-analysis that examines reading and mathematics learning across cultures and languages. Currently, he is working on several meta projects to investigate the bidirectional relation (and mechanism) between general cognition and learning during development.Dr. Peng Peng's work has been published in journals including Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, Journal of Learning Disabilities, Educational Psychology Review, Learning and Individual Differences, Exceptional Children, Scientific Studies of Reading, Child Development Perspectives, Journal of Special Education, Learning Disability Quarterly, and Journal of Experimental Child Psychology. He is the recipient of 2018 Early Career Award from International Dyslexia Association, the associate editor of Reading and Writing, and serves on the editorial board of Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, Journal of Learning Disabilities, Learning Disabilities Research and Practice, and Annals of Dyslexia.Special thanks to Alex Van Rose for audio editing this episode. Support this show: https://www.buymeacoffee.com/TotheClassroom (https://www.buymeacoffee.com/TotheClassroom) Support the show

You can listen this episode in it's entirety right now on Patreon, by supporting the show directly. Click here to become a Patron of Teach Me, Teacher.  Welcome back to the podcast as we kick off another exciting season! We're thrilled to have Jennifer Serravallo back with us, following her incredible debut in season 5. She's among the esteemed guests like Donalyn Miller, Penny Kittle, and Kelley Gallagher who have set the tone for our school year. In this episode, Jennifer dives into her latest masterpiece, the Reading Strategies Book 2.0. But it's not just about the book; we explore the complex world of educational research and the challenges it presents in gaining valuable insights. We also take a deep dive into the reading wars, discussing how they have both aided and hindered the pursuit of high-quality literacy instruction in the United States. Jennifer shares her evolving journey and how her work has transformed over the years, offering valuable insights for teachers. Tune in as we unravel the intricacies of education, literacy, and the passion that drives Jennifer's invaluable contributions to the field. It's a conversation you won't want to miss! If you are not a Patron and do not want to support the show (link above), part two will release as usual, next Monday. 

With a background as a classroom teacher, a master's in educational neuroscience, and a doctorate in special education, Dr. Neena Saha has seen all facets of education. In her work, she noticed a gap in the research-to-practice workflow for early literacy and dedicated herself to streamlining the process of finding and disseminating the best educational research for educators. Together, Susan Lambert and Neena discuss the need for reading researchers to work together and collaborate in a more focused and concerted group effort, the challenges of implementation, and how educators can best keep up with research that often feels overwhelming.Show notes:Listen: Our recent episode with Claude GoldenbergRead: Neena's monthly reading research updateWatch: Neena's July video about a Bayesian network meta-analysisWatch: Celebrating the Legacy of Dr. Bud RoseWebsite: Center for Research Use in EducationRead: “Survey of Evidence in Education for Schools Descriptive Report”Read: “The Book of Why: The New Science of Cause and Effect” by Judea PearlRead: Reading Research Recap—If you want to start receiving monthly notifications for this series, please register or sign in to your Lexile & Quantile Hub account and join the Reading Research mailing list.Quotes:"What I did was focus really on dissemination, right? Getting rid of that hurdle of, you know, there's so many journals out there." —Dr. Neena Saha"You have to look at the full body, you're like cherry picking stuff if you're going to social media and the person with the biggest megaphone wins or whoever has the most interesting way of presenting it." —Dr. Neena Saha"We need a more concerted effort. There needs to be a bunch of researchers that come together and hash it out. It can't just be single ones here and there." —Dr. Neena Saha"Teachers or educators out there right now, when you're feeling overwhelmed and you can't figure out how to find the evidence, or some evidence, guess what? We're affirming for you that there's no easy way to do it...this is more of a systemic problem." —Dr. Neena Saha"It's not enough to do the science. You have to make sure it gets out there." —Dr. Neena Saha

Welcome to Teach Me, Teacher – the premier podcast for educators! We're thrilled to be an award-winning show that's dedicated to bringing you insightful conversations with some of the brightest minds in the world of education. Our roster of distinguished guests includes luminaries such as Eric Weinstein, Kelly Gallagher, Donalyn Miller, Secretary Miguel Cardona, and Alfie Kohn. At Teach Me, Teacher, we're passionate about preserving the integrity of education. We believe that it should be shaped by educators and learners, not corporate interests. That's why we've launched our Patreon page – to empower our dedicated listeners and supporters to help sustain the show without resorting to advertising deals with companies that don't belong in the education space. By becoming a patron, you'll not only support our mission but also gain exclusive benefits. You'll enjoy early access to full episodes before anyone else, access to video interviews, and a host of exciting perks we have in store for you. Join us in our journey to celebrate and enhance the world of education. Together, we can keep the conversation focused on what truly matters – quality learning experiences for all. Thank you for being a part of the Teach Me, Teacher community! Click here to support the show and get early and exclusive access to our Season 8 opener with Jennifer Serravallo on Reading Strategies 2.0 and Educational Research. 

Today, Saron talks with Phoebe Voong-Fadel, a self-taught Frontend Developer at the National Foundation for Educational Research. After having transitioned from a successful 14-year career in Higher Education in 2017, Phoebe made the courageous decision to pursue coding full-time while balancing the responsibilities of being a mother to her two children. Along with learning about her experience balancing learning to code and being a mom we talk to Phoebe about her passions that extend beyond her professional role. She actively contributes to the coding community by writing articles for freeCodeCamp and mentors early-career developers. Show Links AWS Insiders (sponsor) Udemy React The Collab Lab Paired programming OpenLayers Front-end Development Python CS50 JavaScript #100DaysOfCode freeCodeCamp HTML