We need studies to tell us this?

Education Research Crap (or Duh!)

“Workplace Conditions That Matter to Teachers” is the theme of the January, 2011, Principal’s Research Review newsletter (from the National Association of Secondary School Principals). The following research findings appear on page 1:

Teacher working conditions are student learning conditions.

(Hirsch & Church, 209, p. 1)

Research indicates that . . . effective teaching can be enabled or constrained by the school workplace and the supports it offers (or fails to offer).

(Johnson, 2006b, p. 1)

Teachers’ perceptions of their schools are their reality; therefore, teachers’ behavior and efficacy are a direct result of those views.

(Hirsch, Sioberg, & Germuth, 2010, p. 1)

Conditions that are created by the leadership of the principal matter.

(Leithwood, 2006, p. 47)

Cut the Crap (or Translation)

Evidently, now we know that:

1. Teachers and students work and study together in classrooms.
2. School and classroom environments affect student learning.
3. Teachers’ beliefs affect their behavior.
4. Teachers sometimes allow principals to influence their work.

As mentioned in an earlier blog (“Research-based” does more harm than good), education research should be valued for confirming what we already know. Four examples are listed above.

Translation: I did not need a single study to tell me any of this.


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