Why is educational ideology more important to administrators than what works in practice?

Take a look at this famous meta study by John Hattie. Effect size greater than .4 means more effective than average. Less than .4 means less effective than average.

Take a look at this famous meta study by John Hattie. Effect size greater than .4 means more effective than average. Less than .4 means less effective than average. More effective than average: scaffolding, deliberate practice, teacher clarity, rehearsal and memorization, phonics instruction, direct instruction (.6!), mastery learning, explicit teaching strategies. Less effective than average: inquiry-based teaching, collaborative learning, technology, discovery-based teaching (.21!), one-on-one laptops (.16). So the "data" and "research" that administrators love to constantly parade around at PD actually proves the opposite of their ideology. Why is it that in this field that we all have to pretend that what works doesn't work, and what doesn't work works? submitted by /u/Sad_Childhood3764 [link] [comments]