When Can You Trust the Experts?: How to Tell Good Science from Bad in Education

When Can You Trust the Experts How to Tell Good Science from Bad in Education Clear easy principles to spot what s nonsense and what s reliable Each year teachers administrators and parents face a barrage of new education software games workbooks and professional develop

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  • Title: When Can You Trust the Experts?: How to Tell Good Science from Bad in Education
  • Author: Daniel T. Willingham
  • ISBN: 9781118130278
  • Page: 243
  • Format: Hardcover
  • Clear, easy principles to spot what s nonsense and what s reliable Each year, teachers, administrators, and parents face a barrage of new education software, games, workbooks, and professional development programs purporting to be based on the latest research While some of these products are rooted in solid science, the research behind many others is grossly exaggeratedClear, easy principles to spot what s nonsense and what s reliable Each year, teachers, administrators, and parents face a barrage of new education software, games, workbooks, and professional development programs purporting to be based on the latest research While some of these products are rooted in solid science, the research behind many others is grossly exaggerated This new book, written by a top thought leader, helps everyday teachers, administrators, and family members who don t have years of statistics courses under their belts separate the wheat from the chaff and determine which new educational approaches are scientifically supported and worth adopting.Author s first book, Why Don t Students Like School , catapulted him to superstar status in the field of education Willingham s work has been hailed as brilliant analysis by The Wall Street Journal and a triumph by The Washington PostAuthor blogs for The Washington Post and Brittanica, and writes a column for American EducatorIn this insightful book, thought leader and bestselling author Dan Willingham offers an easy, reliable way to discern which programs are scientifically supported and which are the equivalent of educational snake oil.

    One thought on “When Can You Trust the Experts?: How to Tell Good Science from Bad in Education”

    1. When we think "science" and "education," we think of those teachers who taught us how to set the Periodic Table, break beakers, and light fires. What we don't think of are white-coat types holding a magnifying glass to education research. Still, in this day of "research-based" this and "best-practices" that, shouldn't we at least question what that means? Daniel T. Willingham certainly thinks so, and he wrote WHEN CAN YOU TRUST THE EXPERTS? HOW TO TELL GOOD SCIENCE FROM BAD IN EDUCATION in an at [...]

    2. Willinghams eerdere boek 'Why Don't Students Like School? A Cognitive Scientist Answers Questions About How The Mind Works And What It Means For The Classroom' vond ik erg interessant en nuttig, dus dit boek van hem wilde ik zeker lezen. Willingham stelde niet teleur, ook dit boek is weer goed geschreven, interessant en nuttig, zowel voor docenten, ouders als thuisonderwijzers.

    3. This book is specifically aimed at educators (teachers and administrators, but parents, too) who might be considering "educational software, games, workbooks or other programs" which claim to be "based on the latest research." While some of these products may be based on actual research, many are not. But how can you tell? Willingham discusses the history of science and the role it plays in persuading us and appeals to our biases (especially the "confirmation bias" where we look for "evidence" t [...]

    4. Not as practical as I would have liked. The final three chapters are where Dr. Willingham tells how to evaluate programs and research. His steps are to strip it and flip it, trace it and analyze it before deciding if it's a good fit for you/your school. Strip it of any emotional appeals, analogies, "experts", claims, etc. to determine what is being claimed.Flip it to see the adverse outcomes (if reading scores improve in 30% of students, what about the other 70%?), your/your school's behavior.Tr [...]

    5. I love Daniel Willingham's work. He is a cognitive scientist who focuses on education issues. I use his text "Why Don't Students Like School" in one of my undergrad classes b/c it is an engaging way of presenting research on how we learn. His most recent book has the same great writing style but is a little slower. It is still very good though and offers practical suggestions for reviewing research and deciding what claims to believe. I wish that policy makers, parents, and educators would apply [...]

    6. 370.72 WIL我不太同意他的教育基本观点,但书中讲的现象很值得思考If a man will begin with certainties, he shall end in doubts;but if he will be content to begin with doubts he shall end in certainties.---Francis BaconConfirmation bias p46"The first principle is you must not fool yourself, and you are the easiest person to fool". --- Richard Feynman p102"Them most difficult subjects can be explained to the most slow-witted man if he has not formed any idea of them already; [...]

    7. Educators are constantly bombarded with shiny new bells, whistles, and golden bullets that promise to "fix" what teachers do in their classrooms, raise test scores, and bring our youth up to 21st century technological speed. The problem is that many of these changes are misguided and can even backfire. Daniel Willingham questions these changes and more importantly gives the reader advanced tools to question them too. Every educator and concerned parent ought to digest the contents of this book.S [...]

    8. I wanted to stop reading when he puts his argument about the "Reading Wars". However, I wanted to give the book the benefit of the doubt so I skipped to part 2. Some of the tips given made sense, some were ones that I already do without even thinking. So maybe this book would be more useful for people who are easily taken in by ads. But cynics and sceptics are already good at filtering the good from the bad.

    9. I would give this book 3.5 stars. I really enjoyed Willingham's writing style, and felt like I gained a better understanding of how the human mind operates. It was easy to read, and I could grasp his arguments without any difficulty. The number of real-life examples that were woven into the text are what made the reading pleasant and what made the facts he was conveying concrete. One example is when he writes in Part One about how Coke introduced a new recipe in 1985, which they called New Coke, [...]

    10. As someone who was very used to reading scientific claims before entering the educational field, in a way I was depressed that this book needed to be written in the first place. But WIllingham's statement is accurate in that many teachers swallow advertising whole-hog and begin to implement widespread changes to curricula and class procedures that have been disproven or are logically nonsensical. In that sense, Willingham's text is a well-needed guide to theoretical claims.The book consists of t [...]

    11. Their are many urban myths in our culture. We hear a half-digested nugget out there in the ether or from a friend or colleague and take it in with out really looking into whether such a factoid is true or not. This happens a lot in education. Education is far from an exact science like physics. There are so many different factors that go into it and so many confounding cause and effect relationships that it is hard to sift the wheat from the chaff. For educators it is important to have tools tha [...]

    12. Not bad. A decent introduction to scientific and statistical reasoning as applied to educational issues. Some great insights, though mostly the book is written for laymen never introduced to scientific and statistical reasoning. Highly recommended for those educators not familiar with these types of reasoning, only moderately recommended for those that are. It should be required reading for everyone involved in educational policy and administration. But overall the book is far short of Willingha [...]

    13. I thought this book gave explicit step-by-step instructions on how to evaluate claims of programs that are researched based by looking into the claims.The structure was really helpful, chapters were organized by beginning with the easiest way looking into research claims made by (asking the consultant who is making the presentation for the citations), and moving towards more work-intensive, but thorough, methods of validating the research. Some of the survey questions that were used as examples [...]

    14. I thought the first five chapters were good because it talked about the difficulty of doing science in the education field. The rest was kind of an Idiot's Guide to Real Science. I'd skip the chapters, and read two other things:1) a very short but good blog post:sciencebasedmedicine/i2) a great book:Priceless: The Myth of Fair Value (and How to Take Advantage of It) by William Poundstone. Much more entertaining (at least to me)

    15. voor elke docent en consulter een must read. Ik lees het boek vooral ook als Listbegeleider aan de start van een nieuw List-traject zodat ik scherp blijf voor de eigen kracht/kennis/vaardigheden van de professionals binnen de school, immers dat is het uitgangspunt van een veranderingstraject.

    16. A must for teachers and, especially, school/district leaders. I think even just reading the title and a synopsis could incite a revelation -- at least, a reminder -- that we shouldn't immediately buy into (and/or buy) every idea that sounds good or seems to come from a reliable source.

    17. Excellent info, definitely useful, definitely need to be working with nearly all cylinders going while reading.

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