I am not the first to write about the fact that education has a fraught and not very pretty history when it comes to generating, critiquing, and applying rigorous evidence in order to maximise student academic and wellbeing outcomes. Examples of this commentary can be found here, here and here. Way back in 1996, David Hargreaves observed in a Teacher Training Agency Annual Lecture in London, that
“Teaching is not at present a research-based profession. I have no doubt that if it were, teaching would be more effective and more satisfying”.
In 2000, Dr Louisa Moats commented that
“Unfortunately, lack of rigor and respect for evidence in reading education are reinforced by the passivity of education leaders who feel that any idea that can muster a vigorous advocate is legitimate and deserves to be aired”.
Dr Moats was discussing reading instruction, but her words are no less applicable to other curriculum areas, most notably mathematics instruction.