Issue 8, October 2019

In this edition, Pamela Snow examines what evidence-based practice in education means in 2019, while Jennifer Buckingham reports on how evidence-based instruction is being taught in initial teacher education. Our Q&As with John Sweller and Gene V. Glass explore cognitive load theory and metaanalyses respectively, Jodie Watson defines differentiation, Mark Carter discusses how teachers and families can assess pseudoscientific interventions, and Tom Chivers tackles the ubiquitous ‘growth mindset’.

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