Happy anniversary to the ERRR podcast! This 36th episode marks the three year anniversary of the ERRR, thank you for being a part of the journey : )
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Today we’re speaking Yong Zhao. Yong is a Foundation Distinguished Professor in the School of Education at the University of Kansas. Yong is an author, speaker, and thinker on education. He’s been a professor at the university of Oregon, Michigan state university, and has also worked with a number of other eminent institutions.
Yong’s books include Who’s afraid of the big bad dragon: why china has the best (and worst) education system in the world, Counting what counts: Reframing education outcomes, Reach for greatness: personalizable education for all children, and What works may hurt:side effects in education , about which we speak in this episode, and several other popular education books. He’s the recipient of a host of education awards and his work has gained international acclaim and recognition.
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In this episode we dive into Yong’s assertion that education research should pay more attention to side effects and our wide ranging discussion touches on such important topics as east Asian education, trickle down effects of high stakes testing, the role of culture in education, creativity within education, aptitude treatment interactions, early reading, Yong’s vision for education, and much, much more.
Links/resources mentioned in the show
- Yong's readings
- David Berliner, Book: Manufactured Crisis
- Jared Diamond, Book: Guns, Germs, and Steel
- Studies discussed in the podcast
- The Terman Lifecycle Study: https://www.google.com/search?q=louis+terman+lifecycle+study&oq=louis+terman+lifecycle+study&aqs=chrome..69i57.3668j0j4&sourceid=chrome&ie=UTF-8
- Gronqvist, E. & Vlachos, J. (2008) One size fits all? The effects of teacher cognitive and non-cognitive abilities on student achievement. The Effects of Teacher Cognitive and Non-Cognitive Abilities on Student Achievement (December 2, 2008). – Ollie suggested this study came to some pretty wild conclusions, potentially a case of p-hacking
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Kern, M.L. & Friedman, H.S. (2009) Early educational milestones as predictors of lifelong academic achievement, midlife adjustment, and longevity. Journal of Applied Developmental Psychology. 30 (4), 419–430 – Ollie suggested that the results in this study shouldn't be used to make inferences about school-based instruction in early reading, as those participating had learnt to read by their 11th day of schooling.
Listen to all past episodes of the ERRR podcast here.