Professor Glazzard is based at the Carnegie Centre of Excellence for Mental Health in Schools, and his co-author is a doctoral student, lecturer and researcher at Leeds Beckett University. In this book, they explore some key educational myths and they begin by pointing out that schools and teachers need to be trusted to use their own initiative and to make pedagogical decisions that are in the best interests of their students. At the same time, school leaders and teachers are demonstrating greater interest in evidence-based educational practices that justify funding, as well as proven effectiveness in the classroom.
- Learning styles and intelligence
- Grouping arrangements
- Behaviour management
- Mental health
The chapters follow a similar format, beginning with ‘What will you learn?’ and key points about the particular myth. This is followed by research references, case studies, strategies and a guide to further reading. The chapter on differentiation is interesting in the evidence the authors outline, to make the case that the notion of differentiation is often misunderstood and associated with streaming and in-class ability grouping. They provide a number of strategies for teachers to try out, based on its capacity to produce both academic and motivational aims.
The chapters in this book are concise, well-structured and it is clear that they rest on an extensive research background. They provide the reader with information that can have a significant impact on the ways in which teaching and learning can be adjusted to meet the needs of all students, without reliance on, or belief in, pervading pedagogical myths.
Overall, this is an excellent guide to the subject.
Authors: J. Glazzard & S. Stones
Publishers: Learning Matters (Sage Publishing)