strength of evidence

This MESH guide presents a three-year Erasmus+ knowledge Alliance project with a multiple case study – some cases involving teacher students, some involving vocational students – on the implementation of a collaborative pedagogy based on video use, with the aim of deriving a possible instructional design model for teachers from the analysis of the different instantiations.

text forthcoming during 2021

There has been a long history of research in this field and this MESHGuide pulls together core information for those interested in the field.

The evidence that this approach works is strong.

This Guide is the best advice from the British Dyslexia Association. The research evidence is that people with dyslexia can achieve highly with appropriate support which is why this Guide is so important. There are different views about appropriate interventions and we welcome the inclusion of alternative viewpoints if they are backed up by evidence. 

This work is based on empirical findings from research in the UK context, in the US context and from other nations where English is not the first language. It also draws on teacher-oriented resources from a number of different nations; resources are referred to only where there is a recognised empirical base to the teacher guidance given. To find out more about the research project which led to the writing of this EAL MESHGuide read  Flynn, N. (2019). ‘Facilitating evidence-informed practice’. Teacher Development, 23  (1), 64-82.

Under development

Under development