Research insights, field notes, and methodological perspectives.
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A literacy programme across northern Nigeria tested whether handing teachers a standardized reading tool would fix a well-documented problem — teachers misjudging their own students' skills. It didn't. Here's what the data shows, plus a live, explorable dashboard.
Read article →The data behind Part 1's story: why teachers are shaped far more by daily school culture than by a periodic outside coach.
Read article →A story about teacher attendance in rural Zambia — and why the "positive deviance" of a single exceptional teacher can't be replicated at scale.
Read article →Learning outcomes are the Brazil of data — but is there a runner-up? Why pupil attendance may be the Argentina of education measurement.
Read article →Three teacher moves from Teach Like a Champion that put the thinking back on students — Cold Call, Right is Right, Stretch It.
Read article →A pervasive flaw in textbook design undermines the global learning crisis response — and Direct Instruction shows how to fix it.
Read article →How Direct Instruction redesigns the 40-minute lesson — most time on review, not new material — to maximise every pupil's learning.
Read article →Using research evidence as a prompt — not a verdict — to help instructional designers understand the "why" behind learning outcomes.
Read article →How personalised adaptive learning technology creates a real-time feedback loop between teacher and pupil in foundational reading.
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