High quality teaching requires a high degree of pedagogic knowledge as well as subject content knowledge.
MESHGuides are being developed by teachers and academics working together voluntarily to develop models to support teachers access to research via research summaries. We focus on summarising research on pedaogy.
We are at the beginning of a long journey pooling, sharing and testing our collective research-based knowledge as educators. We estimate tens of thousands of concepts need to be included in the MESHGuide list. This is a massive task. You are invited to join in what ever your interests in education. See the Getting Involved tab.
Educators from 162 countries (as of February 2016) are reading about, using and contributing to MESH - the Mapping Educational Specialist knowHow initiative. MESH provides a sustainable system using resources already in the education system to generate, quality assure and update evidence-based summaries written for educators.
Evidence informed practice is much talked about. We see this as research/evidence + professional judgement ie explicit knowledge + tacit knowledge. EPiC practice= evidence informed practice in classrooms. All teachers can be EPiC practitioners if they are given the tools.
MESH is an international education sector owned and managed initiative. For updates register and follow the Tweets (@meshguides) on the online community on the Knowledge Hub.
Every day, teachers and lecturers exercise their professional judgement in deciding how to help learners learn. Emerging examples of MESH Guides show how, when fully developed, MESH Guides are designed to provide evidence-based advice to support educators' professional judgements. MESH is a tool of the Education Futures Collaboration charity (UK Charity number 1157511). This video outlines how MESHGuides provide educators, researchers and policy makers with access to the science of learning, supporting them in their work as well as the achievement of UNESCO and OECD priorities for education. Sign up to the newsletter to keep in touch.
MESH invites educators worldwide to collaborate to build a quality assured 'Edupedia' form of 'Wikipedia' of professional knowledge for teaching.
MESH provides scalable and cost effective technologies to enable educators to engage in research collaborations and publications around topics they consider will make a difference to student's learning. MESH is a voluntary education sector led initiative funded by contributions of time and money from members and supporters. You are invited to Get Involved.
Invite partners to scale up your research. Help other researchers to test out the impact of their work by applying and evaluating a MESH Guide in your context. See the Toolkits on the tab above.
"In many countries, education is still far from being a knowledge industry in the sense that its own practices are not yet being transformed by knowledge about the efficacy of those practices..." (OECD, 2009, p.3).
The OECD identify a global challenge facing education today, as the need to create "knowledge rich, evidence based education systems", making relevant research on transformative learning and teaching accessible. International studies (OECD:TALIS 2009, Barber and Mourshed 2009) indicate that improving the quality of our educators is more important than increased financial investment. The OECD challenges governments, academics and practitioners to adopt new ways of sharing and building knowledge. UNESCO calls on all of us to prioritise education.
Existing models for system improvement assume that educators and teacher educators have easy access to a high-quality professional knowledge base. Professional pedagogic knowledge which provides the foundations of practice is treated as a ‘magic ingredient’ which does not require discussion, systematic management, renewal, coordination, resources or support. MESH addresses this gap.
MESH is a translational research project initiated by the Education Futures Collaboration with the goal of creating a joined up education profession, linking pockets of excellence in teaching, research and evidence based practice and supporting professional judgement with evidence through giving access to transformative diagnosis and intervention strategies.
MESH Guides are quality assured and tested with teachers, providing advice linked to research and evidence.
MESH, when fully developed, will use digital technologies and an innovative knowledge mapping approach to provide personalised research based advice and just in time learning to support teachers in extending and deepening their professional knowledge.
MESH uses online graphical flowcharts/mind maps or pathways (MESH Guides) to present complex knowledge. Research and evidence links are provided with the summaries for those who want to gain in-depth knowledge. Such specialist knowledge and links might include video links to teachers’ explanations of complex concepts as well as to questions, modelling, simulations, assessments and interventions to improve understanding.
References and Further Reading
Background information and references are being regularly added here to give information about the foundations on which MESHGuides have been built.
Barber, M., and Mourshed, M., 2007. How the world's best-performing school systems came out on top’ McKinsey and Co. [online]. Source. Available from: http://www.mckinsey.com/clientservice/Social_Sector/our_practices/Education/Knowledge_Highlights/Best_performing_school.aspx [Accessed 18 June 2012].
OECD (2009) Creating Effective Teaching and Learning Environments: First results from Teaching and Learning International Survey (TALIS) www.oecd.org/edu/school/43023606.pdf Accessed 30th August 2013
Governments think the way to improve learning outcomes is to change the curriculum. What this does is make teachers spend their precious time changing teaching plans and documentation rather than focusing on improving the learning of every child. MESH provides support for teachers in making decisions about learning approaches and shows policy makers what can to be done to make a difference to each child’s learning.
Margaret Shirley, Primary Teacher, Rural Australia