The Impact of Educational Research on Mathematics Education
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Given the complexity of classrooms, the positivist dream of an effective theory of teacher action is impossible in principle.
“given the complexity of classrooms, it seems likely that the positivist dream of an effective theory of teacher action-which would spell out the 'best' course of action given certain conditions-is not just difficult and a long way off, but impossible in principle (Wiliam, 2003).”
From Teachers developing assessment for learning: impact on student achievement (2004) · cites this paper as Wiliam, 2003
Cites
Inside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231 · see citing works
Self-citationWorking inside the Black Box: Assessment for Learning in the Classroom
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004) · Phi Delta Kappan · doi:10.1177/003172170408600105 · Cited by 1,323 · cited 1× · see citing works
“…Assessment Project (KMOFAP), teachers were supported in developing their own plans in developing their classroom assessment procedures to give them better information about students’ learning and to involve students more in their own learning (Black, Harrison, Lee, Marshall, & Wiliam, 2002).”
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Teachers developing assessment for learning: impact on student achievement
Wiliam *, D., Lee, C., Harrison, C., & Black, P. (2004) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594042000208994 · Cited by 664 · see citing works
Self-citationFormative Assessment: Improving Learning in Secondary Classrooms
OECD (2005) · doi:10.1787/9789264007413-en · Cited by 123 · see citing works
- Authors
- Wiliam, D.
- Affiliations
- King's College London (GB)
- Corresponding author
- Wiliam, Dylan
- ORCID
- Wiliam, Dylan
- Venue
- Second International Handbook of Mathematics Education
- Publisher
- Springer Netherlands
- Published
- 2003
- Pages
- 471-490
- OpenAlex
- W92094345
- Cited by
- 35
- References
- 2
- Citations by year
- 2024: 2 · 2022: 1 · 2021: 1 · 2018: 2 · 2017: 1 · 2016: 1 · 2015: 2 · 2013: 2 · 2012: 3
- FWCI
- 27.39
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Springer eBooks (publishedVersion)
- IOE EPrints (submittedVersion)
- UCL Discovery (University College London) (submittedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Educational Research and Methods
- Physical Sciences › Mathematics › Theoretical Computer Science › History and Theory of Mathematics
- Keywords
- educational research impact, mathematics education, research-practice gap, teaching practice, practical wisdom, pedagogical expertise, history of educational research
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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