At this week’s CEN seminar, PhD student Cathy Rogers presented findings from a recent report into adult literacy she co-authored with Dr Victoria Knowland and Prof Michael Thomas. The full report will be published here as soon as it is available.
PhD student Selma Coecke shares with us a summary of her recent CEN seminar titled: An undefined form of fluid intelligence: how its trajectory differs from conceptual development in the context of science
Intelligence tests measure two forms of cognitive process: verbal – representing declarative knowledge – and nonverbal -aiming to eliminate the influence of socio-cultural knowledge.However, my research demonstrates that there are multiple cognitive processes in the context of scientific thinking. Spatial-temporal cognition for example, is one of these and it consistently explains unique variance in science beyond verbal-nonverbal distinction.Furthermore, although it is often considered part of the verbal domain, scientific vocabulary is another unique measure. It lies at the interface between the verbal and nonverbal as it draws heavily on imagery. During this talk I explained how my data demonstrates that neither verbal nor nonverbal abilities are unitary. Spatial-temporal cognition in particular, may be a good candidate independent component of fluid intelligence. This form of thinking appears to satisfy three major requirements: it has a (1) unique predictive/ecological validity, (2) capacity to support abstract thinking, (3) unique qualitative and quantitative characteristics.
To what extent is evidence-based practice at the heart of teacher training?
What enables teachers to take a more evidence-based approach?
What are the barriers?
Can you give some specific examples from your experience of how a move to more evidence-based teaching has changed practice for the better?
Is there an example in which neuroscience findings have contributed?
Are there examples from other countries which we should be considering?
I am a teacher who wants to know more about the research evidence; where should I start?
I would suggest starting with Daniel Muijs and David Reynolds book: Effective Teaching.
What areas of teaching and learning are in most need of better evidence? We need to know much more about how school leaders bring about effective and sustained change within and across schools. In particular, I think it would be helpful to have more evidence on the role of performance management, curriculum materials and the role of facilitators, coaches and trainers.
David has co-authored a book with Bridget Clay ‘Unleashing great teaching‘ for those who would like to know more. David also blogs for TES and you can follow him on twitter @informed_edu and the Teacher Development Trust @TeacherDevTrust