I was watching The Today Show the other morning and on came a segment saying new research shows that drinking 8 glasses of water a day actually does absolutely nothing for you. Wow. All those years feeling less than hydrated, not to mention guilty for not being able to down 8 glasses of water. To think I was for the most part the placebo when I did manage to consume by quota. It made me wonder, however, being an advocate for research and data, especially in education, what educational studies we might be overvaluing?
I have quoted the marshmallow study of the late 60’s and early 70’s for years. But in the back of my mind had always thought: “Really? One study about marshmallows in one lab, at one period in time, and all these years later speaker after speaker (myself included) seem to integrate this study into their work to prove a point or entertain a crowd? Heck, I don’t even like marshmallows; it would have been easy to delay my gratification on that one!" But think about class size, early reading, childcare, teacher training, peer group, all the variables that go into outcomes from the beginning, through the end. Which ones really matter and might build a foundation of teaching and down the line, assessment?
Does anyone stand by cornerstone studies in their pedagogy or practice…please share. In the mean time, I’ll be drinking diet-coke, despite what experts say it doesn’t do for me!
About Ray Diffley
Director of Admission
Choate Rosemary Hall, CT
Member of AISAP Board of Directors