As scientific research is applied to more areas of education, teachers remain conflicted about its usefulness, according to celebrated cognitive scientist Daniel Willingham of the University of Virginia. Battle lines, he said, are often drawn up between teachers who are unwilling to give up practices they have used for years and colleagues who point to evidence that these particular methods either do not work or can be replaced by something better. In a keynote address at the first researchED conference in New York, which aims to improve research literacy in schools, Professor W...