Level Up Learning

Tired of hearing that a method is “research-based” and therefore you need to incorporate it into your classroom?  Kate and Dave look at 4 reasons why educational research isn’t always all it’s cracked up to be: generalizability of the results, extraneous variables and the confusion over correlation and causation, the fallibility of brain research, and the use of student achievement data to determine effectiveness. Cook, T.D. & Campbell, D.T. (1979). Quasi-Experimentation: Design & Analysis Issues for Field Settings. Chicago: Rand McNally College Publishing Company. “Extraneous and confounding variables and systematic vs. non-systematic error” (n.d.) Psychology World. Retrieved from http://web.mst.edu/~psyworld/extraneous.htm. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.  New York:  Routledge. Marzano, R.J. & Pickering, D.J. (2007). “The case for and against homework.” ASCD: Educat