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Teaching and Learning Research Summaries: A collection for easy access.

There are several superb summaries of educational research that have been compiled into easily accessible websites and articles in pdf format that can be read online and shared with staff. Although they are easy to find via an internet search, I am pulling them together into one place for easy access.   I’ll keep adding to it as I find things and when people make suggestions:

John Dunlosky: Strengthening the Student Toolbox

Barak Rosenshine: Principles of Instruction

Rob Coe et al:  What makes great teaching. 

Dylan Wiliam: 9 things every teacher should know- via tes

The article is here: https://www.tes.com/us/news/breaking-views/9-things-every-teacher-should-know – with a nice box inset about that researchers – many of whom are featured in the other summaries represented here.

James Ko et al:  Effective Teaching 

John Sweller’s Cognitive Load Theory, summarised by Oliver Caviglioli for How2.


Here’s another great paper from CESE in New South Wales on Cognitive Load Theory – with thanks to Matthew Benyohai: Summary on page 7 is very helpful.

Daniel Wilingham’s Why don’t kids like school. Summary.

The Learning Scientists – downloadable materials

Yeager, Walton and Cohen: Addressing achievement gaps with psychological interventions.

Also, for quick reference:

EEF Toolkit:  https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit

Chris Husbands and Jo Pearce: Nine claims from research

American Psychology Association Top 20 Principles from Psychology

There’s a quick access summary of the 20 principles here:

Screen Shot 2017-06-05 at 08.17.06


26 thoughts on “Teaching and Learning Research Summaries: A collection for easy access.

  1. Reblogged this on Design Technology & Engineering Teaching Resources and commented:
    Teaching and Learning Research Summaries: A collection for easy access.


    Posted by @MOyebodeTeacher | June 3, 2017, 9:30 am
  2. Thanks very much Tom for this amalgamation of useful research.
    I have shared via thiseducationblog.


    Posted by Gareth Lewis | June 3, 2017, 12:31 pm
  3. Thanks Tom! The teaching world is lucky to have you!

    Liked by 1 person

    Posted by mfox195628 | June 3, 2017, 1:29 pm
  4. This is really useful Tom and we will retweet from EdCentral. In case of interest, we have 400+ pieces of education research signposted at https:edcentral.uk and we also curate education news daily from 250+ sources (including your blog!). We’re a not-for-profit social enterprise and access is free for teachers.

    Liked by 1 person

    Posted by Louise Holmes | June 3, 2017, 1:45 pm
  5. A fabulous post!


    Posted by @TeacherToolkit | June 4, 2017, 3:21 pm
  6. Thank you for pulling these together – really helpful.


    Posted by vgunnrms | June 6, 2017, 5:22 pm
  7. So many of these are based on really weak understandings of evidence. The EEF (and Rob Coe) stuff is based on a very basic mistake: thinking that effect size is a measure of educational importance rather than experimental clarity. See Greg Jones on this (http://evidencebasededucationalleadership.blogspot.co.uk/2017/01/the-school-research-lead-and-another.html) and an article in Journal of Education Policy (http://bit.ly/2sfXsUr)


    Posted by Freddie | June 12, 2017, 5:21 pm
    • I get the critique of effect size – as does Rob Coe. Can you suggest better sources of research that you think is superior? That would be helpful.


      Posted by Tom Sherrington | June 12, 2017, 5:27 pm
      • A bit confused by the request. The research is *wrong* – plain and simple, so pretty much anything is better (or at least not worse).

        It is simply not true (on the basis of comparing effect sizes) that ‘feedback’ is a better bet as an educational intervention than ‘behavioural interventions’, only that a collection of experiments in feedback tend to be clearer than another collection of experiments in behavioural interventions. We should not be telling busy teachers to accept these ‘findings’ any more than we’d promote the findings of those who claim to have obtained answers from reading entrails.

        Social research is complex and the applications even more so. They can’t be reduced to decontextualised ‘tips for teachers’ without evidence that they are widespread (let alone universal) solutions and at the moment there is no such evidence even when most of the work your cites suggests they is.

        Instead, our best bets at improving education may come from encouraging teachers to read more widely that the top few lines of a league table, or ‘9 things everyone should know’. They might try digging down to original papers, looking for mechanisms which explain how an intervention may or may not work in a given context, looking for the factors which may have been present in successful interventions and which may be present in their own contexts, evaluating to quality of the work, deciding on its practical application to their situation. One might look to the approach taken by Trish Greenhalgh’s work on realist approached to evidence-based medicine as a guide to how we might look at ‘evidence’ in education.

        But the first thing we must do is stop lying to teachers that some simple and badly misunderstood statistical procedure indicates something that it simply does not.


        Posted by Freddie | June 13, 2017, 2:45 pm
    • Seems to me that you’re doing a bit of sour cherry picking here. A lot of the resources Tom lists are based on general psychology and cognitive psychology, not just on educational research comparing effect sizes. It’s quite obvious that when we consider effective teaching from differing scientific perspectives and methodologies, more or less the same basic principles emerge. Note that one of the highest scoring interventions in the EEF listing (metacognition) also emerges as the defining factor from the research of Graham Nuthall; whilst as we know Nuthall worked in a very unique way. Teachers should be aware of these basic principles and adept at applying them. It’s quite clear that principles for effective teaching do not equal a recipe or a prescription. But labeling research outcomes as ‘lying to teachers’ is, how shall I put it? Lying to teachers?

      Liked by 1 person

      Posted by Jan Tishauser | January 3, 2018, 3:15 pm
  8. You might find the blog on the link below interesting Freddie. Gert Biesta has also produced some nuanced perspectives in two papers with titles “Why ‘what works’ won’t work: evidence based practice and the democratic deficit in educational research” and “Why ‘what works’ still won’t work: from evidence-based education to values-based education.


    Liked by 1 person

    Posted by terry pearson | June 19, 2017, 8:46 am
  9. This makes very interesting reading. I will be taking some of the strategies mentioned into the classroom with me next week. Thank you. Cara


    Posted by Cara | August 17, 2017, 6:34 pm
  10. Superb set of resources!

    Liked by 1 person

    Posted by Gratton Mulcrow | October 25, 2017, 2:08 pm
  11. Wow! This collection of research is so helpful. Thank you! I plan to share this with my teachers.
    S Bandy


    Posted by Sherry Bandy | January 4, 2018, 3:54 pm


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