Evidence for Policy Design (EPoD)’s Post

Download a Free Chapter from Using Research Evidence in Education - https://lnkd.in/ed9kV92R   “Building the Infrastructure to Improve the Use and Usefulness of Research in Education” Vivian Tseng and Sandra Nutley point the way forward for education researchers and policymakers, summarizing the key points made throughout Using Research Evidence in Education, and concluding: “Research is not the next silver bullet for education reform, and simply mandating its use will not get us to our ultimate goals of better teaching and learning. … If we are committed to using research to enrich problem framing, decision making, and individual and organization learning in education, the next decade should focus on building trust, capacity, strong relationships, […] The Chronicle of Evidence-Based Mentoring

NEW ARTICLE | Co-authored by EPS researchers Dr Danielle H. Heinrichs, PhD (SFHEA) and Dr Sakinah Alhadad, their latest article explores the everyday experiences of university students in Australia and Hong Kong, revealing the profound impact of sharing digital stories about daily wellbeing practices. Through 'Day in the Life' videos, students showcased daily moments that significantly support their wellbeing. This research emphasizes the importance of understanding the mundane to enhance student wellbeing and provides implications for how university campuses may incorporate these mundane moments via curriculum, pedagogy, and program design.    Read the full article here: https://lnkd.in/g3bsygGb #StudentWellbeing #EducationResearch #EverydayLife #MundaneMoments #HigherEducation  #GUEPS #Educationresearch #teaching #learning #teacherresearch #educators     

Discover the importance of executive function skills in the latest issue of School Administrator! 🧠📚 Philip Zelazo from the University of Minnesota explores the essential skills students need for academic success and beyond, backed by scientific research. Read the full feature: https://lnkd.in/gjP3Dqqr #AASAMag #EducationResearch #StudentSuccess

In the midst of the most overwhelming period of my career, I found a glimmer of hope and validation. Our hard work truly does get recognised, as demonstrated by our recent publication in the African Journal of Health Professions Education. The bigger project, done in collaboration with Dr. Gérard Filies, explores the perceptions and experiences of 1st-year students in an interprofessional learning environment at UWC. This publication reminds me that our efforts in teaching and research contribute to something much larger than ourselves. Read the publication here: [Link](https://lnkd.in/d3JdvztJ) #interprofessionaleducation #collaborativepractice #IPEatUWC #UWC

PART THREE RESPONSE: I thought it made sense for Australia to pool its intellectual and other resources and focus on developing a quality internationally competitive national curriculum that would spawn commensurate national assessments, a new generation of quality teachers, shared quality resources, and improved teacher training and development. Instead, we opened ourselves up to revisionist historians and quick fix politicians. Valid conclusions about the efficacy and impact of the Australian Curriculum cannot be drawn, for two reasons: 1. Instead of bedding it down, allowing for stability in schools, and with real monitoring refining the curriculum to address the needs of teachers, we engage in trite curriculum reviews to appease the whim of a new government, Minister or lobby group; or be seen to be responsive to poor international test results. 2. Instead of retaining the integrity of well researched and sequenced curriculum with deep core content and explicit standards, we allow each state and territory to decide what a national curriculum looks like (what to remove, add or move around), and how best to support teachers. HERE IS THE RUB. We failed. There is no one true national curriculum to “blame” for our woes. The problem is we do NOT have a national curriculum.

🌍📏 What should we value in education? Join the discussion on the importance of values in measuring educational institutions. Find out why philosophers of education should be part of the conversation in our latest blog post! #EducationValues #PhilosophyMatters #Measurement https://lnkd.in/gsre6CpH

It is not only a silent weapon, education is the transmission of knowledge, skills, and character traits and manifests in various forms for all the society levels.

Beyond Traditional Goals: The Need for Personalized Aims in Education Imagine a romantic scenario where a lady inquires about the purpose of a relationship, and the gentleman simply replies, "To foster more love." This exchange mirrors the responses you might get from famed figures when asked about the aims of life or education. Charles Darwin, the renowned biologist, might suggest that the aim of life is "Simply to propagate life" or that "Life lacks inherent meaning or purpose." Similarly, John Dewey, a notable philosopher of education, could argue from a naturalistic standpoint that the aim of education is an endless pursuit of knowledge. Dewey often equated education with growth, raising the question: Does education really have no specific aim? Should students play a role in setting their own educational goals? I contend that education inherently possesses objectives that must be achieved. These aims are the very essence of the existence of educational institutions, both formal and informal. While educators and institutions certainly have teaching goals, it's crucial for students to actively participate in shaping their learning objectives in the teaching and learning process as well. From my teaching experience, I've identified significant gaps in our educational system. We often pride ourselves on adopting a student-centered approach, yet students seldom have the opportunity to voice what they hope to learn from a particular lesson or topic. Typically, it's the teacher's objectives—based on predetermined success criteria—that dominate the lesson, not what the teacher intends to impart or what the students wish to learn. Imagine the fulfillment a student would feel upon realizing that the objectives they set for a lesson have been met. To genuinely transform our education system, we must move beyond the traditional teacher-as-expert model, encouraging students to be active participants rather than mere spectators in their educational journey. To be continued... #education #Society #Objectives #Reformation

On a rare, beautiful sunny day in Vancouver, I decided to savor a cup of coffee while basking in the warmth of the sun. As I relaxed, I stumbled upon an interesting article in the UBC Magazine titled " DEMOCRATIZING THE LECTERN", discussing the evolving landscape of university education for the Z generation. The article highlights the evolution of pedagogy, emphasizing a shift towards student-centered learning at universities. The adoption of practices like the "flipped classroom," "cooperative exams," and "ungrading" reflects a departure from traditional lecture-centric methods. The focus on critical thinking and problem-solving, along with a scholarly approach to teaching, aligns with evidence-based practices. This transformation underscores a move from passive receivers of knowledge to active participants in the learning process, emphasizing the changing role of educators from "holders of knowledge" to "facilitators of learning." I wish I could be a fresh student all over again!! 😊 You can check out the whole article right here! https://lnkd.in/gjX6YWEg The University of British Columbia #university #generationz #studying #paradigmshift #ubc