Can we really trust educational research?

I recently came across an article by Elizabeth Gilbert of the University of West Virginia and Nina Strohminger of Yale University presenting their findings that only a third of published psychology research is reliable.

Another article confirms that in the field of biomedicine (the basis of so much news coverage of medical advances) less than 50% of research proves reliable when the “reproducibility factor” is applied.

And astonishingly, we read elsewhere that “just 11% of preclinical cancer research studies could be confirmed”.

We might well speculate as to why such a body of inaccurate “research” is being published; certainly there are important questions here. And let’s be clear that it is academics themselves who are drawing attention to the problem, and expressing frustration.

If psychological and medical research are this unreliable, shouldn’t we also be concerned about the “research” that underpins educational theories and methods?

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‘My Piano Friend’

Guest Post by Karen Marshall

One teacher’s answer to preventing negative self talkwithin music learning…

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The Pianist’s Motivations

The Pianist’s Reflections Series

  • What is it that motivates us as pianists?
  • Why did we start learning to play the piano? ..
  • And why do we continue to play?
  • What are our piano goals for the future? ..
  • And how do they excite us?
  • How can we motivate and inspire our students?

Ask these questions to a hundred pianists, and there’s a good chance you will hear a hundred different answers – but some common themes will most likely emerge.

In this article I am going to consider the many and complex motivations we all experience in life, focussing in on the difference between intrinsic and extrinsic motivations, and how each pertains to our piano playing.

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