Scientific research and theoretical analysis of the educational enterprise have reached impressive levels of participation, funding and public support. However, when you examine the pedagogical techniques and classroom management strategies employed, you find an overwhelming number of teachers relying on outdated, long-disproved practices. Further, even with the current wealth of empirically-supported strategies, policy makers still advocate educational guidelines based on refuted theories or pseudoscientific trends. This book discusses some of the positive empirical findings that can be used in classrooms or be used to support public policy. Also discussed herein are research findings on the bad practices that waste valuable resources and potentially harm students, as well as critical reviews of educational practices and policies that are based on pseudo-scientific claims and rationales.
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