Thanks to John Dabell for the following article.
Is it better to ‘predict and prevent’ or ‘fix and find’ or do we do both?
There are thousands of studies available that make claims about impact but how can teachers separate the wheat from the chaff and know what really works and what to avoid.
We know that the effects of high quality teaching are especially significant for pupils from disadvantaged backgrounds. If only we had some discerning and pragmatic guidance to point us in the right direction based on secure and reliable evidence. Continue reading →