Studying Teacher Moves
We do not know empirically which “teacher moves,” actions that are decided by individual teachers in their classrooms, are most effective at getting students to learn. Should I ask for raised hands, or cold-call? Should I give a warning or a detention? Do I require this student to attend my afterschool help session, or make it optional? Empirical education research is needed specifically for the nation’s 3 million teachers that answer these questions. Trials must be conducted; not only focusing on year-end results but looking at short-term student response. The goal is an affordable system for conducting teacher research that teachers would actually consume, that would address both the implementation challenges and the high transaction costs for researchers and practitioners in creating such research.