""This is an important and welcome book. Readers can see the faults
of simplistic judgments, neglect of evidence, dismissal of
researchers, and injudicious implementation."
From the foreword by Paul Black"
We all know that small classes are better than large classes;
that children are best taught in groups according to their ability;
that some schools are much better than others and that we should
teach children according to their individual learning styles ... or
do we?
This book asks awkward questions about these and many other
sacred cows of education. Each chapter tackles a persistent myth in
education, confronting it with research evidence and teasing out
any kernel of truth which may underlie the myth. Leading authors
from the world of education each bring analysis and expertise to
bear on their chosen subject, presenting their argument in an
accessible manner based on sound scholarship.
Some of the conclusions drawn in "Bad Education" are likely to
be real eye-openers for many teachers and parents, who will find
some of their basic assumptions about education called into
question. It is also essential reading for anyone involved in
educational policy making or management.
"Contributors Philip Adey, Mike Anderson, Ed Baines, Paul Black,
Peter Blatchford, Margaret Brown, Guy Claxton, Frank Coffield,
Justin Dillon, Julian (Joe) Elliott, Simon Gibbs, Jeremy Hodgen,
Neil Humphrey, Annette Karmiloff-Smith, Bill Lucas, Bethan
Marshall, Brian Matthews, Corinne Reid, Rob Webster, Dylan
Wiliam
""As education policymakers it can be difficult to resist the
comfort of our own experience and gut instincts or the lure of
populism. "Bad Education" is an invaluable myth-buster that tears
down common misconceptions and serves up hard facts in their place.
This is a politically unpalatable guide to the evidence that will
challenge policymakers, the press and parents alike."
Dale Bassett, Head of Public Policy, AQA
"Kenneth Baker describes in his memoirs how education policy was
influenced by Margaret Thatcher's hairdresser and possibly her
cleaner. More recently policy has been justified by the selective
use of research in an attempt to create legitimacy for policy
changes.
"Bad Education" seeks to address some of the most important issues
facing education without resorting to the rhetoric of ideologues or
detailed statistical analysis. Instead an acknowledged expert in
each issue facing education looks carefully at the available
evidence. These issues range from how schools are organized, to
teaching methods and learning. Each of the issues examined is one
that has many 'myths' associated with it.
The authors show, in an clear and compelling way, that too much of
what is being done in schools is being decided upon based on the
selective use of evidence. Vocational education, ability grouping,
class size, use of teaching assistants, synthetic phonics, learning
styles, brain training and dyslexia are just some of the issues
where the evidence is presented, in an engaging and easy to digest
manner, and where all of those in education should take notice of
the conclusions. In some cases the evidence is helpfully
conclusive. In others it is inconclusive and messy.
As we constantly seek to redefine what is best for the next cohort
of children to enter education Adey and Dillon, in this highly
readable and well edited book, provide us with the evidence as to
what does really does make a difference. Perhaps more importantly
they move the debate on from gut instinct and myths to looking at
the evidence.
This book should become a manifesto for change for all of those in
education who want to ensure our children do not receive a Bad
Education. Every Headteacher should buy a copy for every teacher
and hopefully somebody might even place a copy under the Secretary
of State's Xmas tree."
Gary Phillips, Head Teacher, Lilian Bayliss School
"This is a welcome and important book. It takes apart the myths
which support the dearly held convictions, simplistic assumptions,
prejudices and irrational certainties of both politicians and
teachers. Admitting that education is not itself a science, but
demonstrating how both neuroscience and psychology have become
available to inform educational policy and practice, it should
provide food for more careful and well-informed thought to all who
can influence what happens in our schools."
Baroness Perry of Southwark "
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