To Nudge or Not to Nudge? Improving classroom instruction to achieve learning for all

Group Submission Type: Formal Panel Session

Proposal

The theme of CIES 2024 asks our society of academics and practitioners to confront the ways in which education is a space of debate and contestation, and how stakeholders both internal and external to education systems seek to effect change (or maintain the status quo). The behavioral science perspective is not new to international education. It has often been presented from different research perspectives, including teacher mental models of teacher beliefs (Saberwal et. al., 2018), and the social aspects of educational change (Fullan, 2015). However, recent interest has shifted focus on the understanding of education systems change using a behavioral science lens (Ajani 2022). This perspective is important as education systems programming is frequently designed without a true understanding of how individuals will respond to change (Jeevan and Hwa, 2022). The presentations present studies which examine teachers, teaching, and change within an educational system. What new insights do we have and how might they influence policy and implementation for education systems change?

Sub Unit

• Educational Improvement SIG

Organizer

• Amber K Gove, RTI International

Chair

• Amber K Gove, RTI International

Individual Presentations

• From access to learning to nudging: Why behavior change might be the next new best thing in education improvement programs - Amber K Gove, RTI International

• Supporting caregivers to actively engage in their children’s development through a play-based game - Carolina Better, ideas42

• Peer-to-Peer Learning: The Power of Social Networks in Adoption of New Pedagogy - Elizabeth Ann Marsden, RTI International; Elizabeth Randolph, RTI International

• More of This and Less of That: How behavioral science shows a path forward education programming - Simon King, Creative Associates International