Yes Brian, at long last, there is pedagogy in England – and in Singapore too. A response to TLRP’s Ten Principles for Effective Pedagogy
Bibliographic Data
| ID | 11655062 |
|---|---|
| Authors | David Hogan (National Institute of Education, corresponding author) |
| Year | 2011 |
| Volume | 26 |
| Issue | 3 |
| Pages | 367-379 |
| Publication date | 2011-07-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research Papers in Education (JOURNAL) |
| Journal identifiers | ISSN: 0267-1522 • E-ISSN: 1470-1146 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/02671522.2011.595548 |
| OpenAlex | W2062669895 |
| Language | EN |
| References cited | 6 |
James and Pollard appropriately insist that the articulation of general, ‘evidence-informed’ pedagogical principles that can inform teacher judgments and policy-makers rather than detailed instructional prescriptions that tell teachers what to do is the most useful way to improve classroom practice at scale. This is surely right: teaching and learning are deeply contextual and highly contingent. Certainly, our experience in Singapore strongly supports this claim, particularly if backed up by appropriately designed in situ, iterative, authentic and extended professional learning experiences. Moreover, the specific generative principles that James and Pollard identify are substantial and important. However, I am not convinced, given my experience in Singapore and my understanding of research findings more generally, that the principles they isolate are either adequately specified or jointly sufficient to optimise improving the quality of teaching and learning in British schools. But certainly what James and Pollard, and the TLRP team more generally, have achieved makes a unique and significant contribution to that effort and to the broader international movement to design and deliver educational research that is rigorous, relevant and useful
Articulation (sociology · Epistemology · Generative grammar · Linguistics · Mathematics education · Pedagogy · Political science · Quality (philosophy · Scale (ratio · Sociology · Educational Assessment and Improvement · Law · Philosophy · Psychology · Reflective Practices in Education · Student Assessment and Feedback
| Highly cited | No |
|---|