What Does This Look Like in the Classroom?

More research-based teaching is the cure-all answer so many people give when asked how we can most effectively improve education today.

Every year thousands of research papers are published, some of which contradict each other. Schools that adopt and drop new reforms with every new research fad find themselves wasting resources and burning out. How can school leaders discern which trends are essential to school improvement? How can busy educators know which research is worth investing time in? What does the research look like in a real classroom, practiced by a real teacher?

In this thorough, enlightening, and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching. Brought to an American audience for the first time, it s an indispensable primer for every teacher and school leader who wants to practice what good research says really works. Contributors:

Assessment, Grading & Feedback: Dylan Wiliam & Daisy Christodoulou
Behavior: Tom Bennett & Jill Berry
Classroom Talk and Questioning: Martin Robinson & Doug Lemov
Learning Myths: David Didau & Pedro de Bruyckere
Motivation: Nick Rose & Lucy Crehan
Psychology and Memory: Paul Kirschner & Yana Weinstein
Special Educational Needs: Jarlath O Brien & Maggie Snowling
Technology: Jose Picardo & Neelam Parmar
Reading and Literacy: Alex Quigley & Dianne Murphy

Counter to what most writers would have done, Hendrick and Macpherson posed their questions to both academic experts and those with expertise in classroom practice. The result is a marvelous combination of insights into teaching that are both authoritative and immediately relevant to classroom practice. --Dylan Wiliam, Emeritus Professor of Educational Assessment, UCL

The pairings of interviewees are brilliant and, through answering teachers questions in a discursive style, each chapter provides a fascinating insight that is often absent from formal papers. Wiliam and Christodoulou, Lemov and Robinson, Weinstein and Kirschner and all the others explore the territory of their expert fields in a way that will encourage all teachers and schools leaders at every career stage to engage with contemporary research and reflect on their own practice at a deep level. A great idea, executed brilliantly. --Tom Sherrington, author, consultant, trainer, former Principal