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Free magazine on teaching English

Discussion in 'English' started by JonH64, Feb 16, 2011.



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    The latest issue of Better: Evidence-based Education,
    published by the Institute for Effective Education at the University of York,
    has English as its theme.


    It includes articles from some of the world's leading
    researchers, among them:


    • Debra Myhill looks at new research showing the value of
      grammar teaching in the secondary writing classroom.
    • Michael Graves looks at the importance of vocabulary, the
      number or words pupils need to learn and the additional challenges some
      children face.
    • Richard Andrews explains what research has revealed about
      teaching argument writing, and what the results might mean in the classroom.





    The full list of articles is available here. Please complete
    this form to be sent a copy free and sign up for future issues.


    I hope you find it useful.
     
  2. This time without the awkward code at the beginning...[​IMG]
    The latest issue of Better: Evidence-based Education,
    published by the Institute for Effective Education at the University of York,
    has English as its theme.


    It includes articles from some of the world's leading
    researchers, among them:


    • Debra Myhill looks at new research showing the value of
      grammar teaching in the secondary writing classroom.
    • Michael Graves looks at the importance of vocabulary, the
      number or words pupils need to learn and the additional challenges some
      children face.
    • Richard Andrews explains what research has revealed about
      teaching argument writing, and what the results might mean in the classroom.





    The full list of articles is available here. Please complete
    this form to be sent a copy free and sign up for future issues.


    I hope you find it useful.
     
  3. Someone claiming to be interested in teaching children to write produces an article that relies heavily on bullet points to structure and present her argument. Was I the only person who saw the irony here?
    As science, it's not exactly good methodology, either. Classes were divided into "intervention" groups, given detailed instructions, and "comparison" groups given only general instructions. However the investigators clearly have an interest in showing that the intervention works. It's likely that by giving the intervention group detailed instructions you get a halo effect, with teachers excited about being part of the experiment and anxious to interpret the instructions as constructively as possible. It would have been better to have had advocates of grammar teaching compared with advocates of other approaches, all at liberty to instruct their teachers as they would like, and then to compare results at the end of the experiment with a neutral referee.

     

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