When the evidence is not all that it seems and the case of the 0.84 effect size for leading teaching learning and development | Gary

As we approach the end of term, we enter the season of INSET days and a tsunami of PowerPoint presentations by consultants and other experts.  In these presentations we often see the same research referenced and used to justify a particular position or course of action, though without reference to the research’s limitations  Indeed, one of the most frequently recycled set of findings is Robinson et al’s (2009) research on the impact of different dimensions of leadership on student outcomes, and as illustrated in the following figure (Robinson et al 2009, p39)


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