> Is this all that unusual for the field of education research?
Large swathes of education research are extremely questionable due to things like limited or no ability to be reproduced, circular references, or just straight up fraud.
The more that something that falls under the moniker of “education research” is built on the foundation of a more traditional (and typically more rigorous) academic discipline, the less likely that it is bogus research (e.g., Howard Gardner’s core research on multiple intelligences, which was science based on aphasic patients), versus the derived works on MI, many/most of which are bunk that he does not endorse).
> Some lessons had teachers covering words up and asking kids to use guessing strategies at what they might be.
This is just a cloze exercise. These can have a legitimate role in a learning environment when used appropriately.
Large swathes of education research are extremely questionable due to things like limited or no ability to be reproduced, circular references, or just straight up fraud.
The more that something that falls under the moniker of “education research” is built on the foundation of a more traditional (and typically more rigorous) academic discipline, the less likely that it is bogus research (e.g., Howard Gardner’s core research on multiple intelligences, which was science based on aphasic patients), versus the derived works on MI, many/most of which are bunk that he does not endorse).
> Some lessons had teachers covering words up and asking kids to use guessing strategies at what they might be.
This is just a cloze exercise. These can have a legitimate role in a learning environment when used appropriately.