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"Evidence-based education" (EBE) is a catchline for policy makers and school leaders alike, with its advocates promoting their work as being "rigorous" and "scientific". The chapters in this book, written by leading educators and philosophers, place this approach in context and challenge whether the arguments it leads to live up to the hype. EBE advocates promote particular, restricted approaches to determining policy and practice in schools, with only some forms of evidence accepted as legitimate. Experimental methods designed for the well-controlled environments of science and medicine in which subjects and treatments can be isolated are nonetheless promoted as ‘the gold standard’ even when transposed to complex social situations of interacting teachers and learners. This book explores some of the problems with this approach. It examines the background to disputes about evidence, the reasons EBE arguments have become so powerful in modern bureaucracies, the way practitioners might reason using evidence and the concerns about key notions of rigour, science, representativeness and effect size, which are often mistakenly interpreted in EBE. The chapters in this book were originally published in a special issue of the journal, Educational Research and Evaluation.
"Evidence-based education" (EBE) is a catchline for policy makers and school leaders alike, with its advocates promoting their work as being "rigorous" and "scientific". The chapters in this book, written by leading educators and philosophers, place this approach in context and challenge whether the arguments it leads to live up to the hype. EBE advocates promote particular, restricted approaches to determining policy and practice in schools, with only some forms of evidence accepted as legitimate. Experimental methods designed for the well-controlled environments of science and medicine in which subjects and treatments can be isolated are nonetheless promoted as 'the gold standard' even when transposed to complex social situations of interacting teachers and learners. This book explores some of the problems with this approach. It examines the background to disputes about evidence, the reasons EBE arguments have become so powerful in modern bureaucracies, the way practitioners might reason using evidence and the concerns about key notions of rigour, science, representativeness and effect size, which are often mistakenly interpreted in EBE. The chapters in this book were originally published in a special issue of the journal, Educational Research and Evaluation.
Closing the Attainment Gap in Schools explores the experience and history of teachers who have a determined, no-nonsense approach to providing an excellent standard of education to all young people from differing backgrounds. Using professional conversations, voices are given to schools and teachers striving successfully to address this important issue through evidence-based practices. Linked with the Ad Astra Primary Partnership, what these teachers do with their schoolchildren will resonate with all schools in any location. From Superstar Assemblies to encourage their dreams and aspirations; to Munch ‘n Mingle sessions to encourage healthy eating; to Marvellous Me software to encourage the use of open-ended questions and parent-child conversations at home; and through to the use of skilled specialists to develop their handwriting skills, this book: explores the rich complexity of teacher learning; contains numerous case studies and examples of success; reflects upon and considers evidence-based pedagogy, practical wisdom, teacher-research, self-improving school systems and social justice; proposes a rich array of approaches and suggests ways forward. Offering first-hand, invaluable and practical advice this wide-ranging book will encourage and enable any teacher to develop their own practical wisdom and a ‘can do’ approach whilst never shying away from the very real issues within education.
There is a vast literature on evidence-based practice (EBP) in education. What function does evidence have in practical deliberations toward decisions about what to do? Most writers on EBP seem to think of evidence largely as quantitative data, serving as a foundation from which practice could and should be directly derived. In this paper I argue that we are better served by according a diff erent and more indirect function to evidence in practical reasoning. To establish this claim I employ Toulmin%s model of argumentation. On this model the evidence-as-foundation view amounts to evidence as data/grounds. Th e model also off ers a diff erent function for evidence, as backing of the warrant, and I argue in this paper that this is a more adequateunderstanding of the function of evidence in practical reasoning.
The National Center for the Study of Adult Learning and Literacy (NCSALL) and the National Adult Education Professional Development Consortium (NAEPDC), with funding from the National Institute for Literacy, created a one-day workshop to assist practitioners and administrators in adult basic education, TANF (Transitional Assistance for Needy Families) and One-Stop programs to understand evidence-based practice and develop strategies for continuously accessing, understanding, judging and using research. Four appendixes are included: (1) Workshop Agenda; (2) Evidence-Based Pre-Workshop Questionnaire; (3) Evidence-Based Post-Workshop Questionnaire: and (4) Evidence-Based Practice Questionnaire Results.
The importance of evidence-based reasoning has been emphasized in educational standards across domains (e.g., the Common Core Standards, 2010; the Next Generation Science Standards, 2013) as well as in the learning goals for various introductory undergraduate courses (e.g., psychology, American Psychological Association, 2013; sociology, Pike et al., 2017; statistics, Carver et al., 2016). Nevertheless, prior research has found students to experience a variety of challenges with evidence-based reasoning. These included difficulties in reasoning about evidence (e.g., differentiating among various types of quantitative evidence, List et al., 2022; drawing appropriate evidence-based conclusions, Bleske-Rechek et al., 2015) and reasoning with evidence (e.g., providing appropriate and sufficient evidence in support of claims, McNeill & Krajcik, 2008). While a number of interventions have been developed to improve students' evidence-based reasoning, these have mostly focused on fostering students' provision of evidence while engaging in argumentations (i.e., reasoning with evidence, Iordanou & Constantinou, 2014; Reznitskaya et al., 2007). Less has been done to improve students' reasoning about evidence, an important aspect of evidence-based reasoning and a precursor to students' effective evidence provision. The purpose of the present studies was to examine the effectiveness of an Evidence-Based Reasoning (EBR) intervention in improving students' reasoning about (i.e., identification, interpretation, and evaluation of) four types of evidence that are quantitative (i.e., evidence that is descriptive, comparative, causal, and correlational). Participants were undergraduates enrolled in an introduction educational psychology course. In Study 1, students first completed a set of pre-test measures. This included an Objective Evidence-Based Reasoning (OEBR) task assessing students' abilities to identify different evidence types (i.e., identification) and draw appropriate evidence-based conclusions (i.e., interpretation), and a Constructed Evidence-Evaluation (CEE) task, assessing students' abilities to evaluate conclusions or claims based on the type of evidence presented within constructed newspaper stories. Then, students were randomly assigned to one of two conditions, either completing the EBR training (i.e., intervention condition) or completing a training about research methods adapted from a textbook for Introduction to Psychology (i.e., control condition). Finally, all students completed a set of post-test measures, including the OEBR and CEE task as well as an Authentic-Constructed Evidence Evaluation (A-CEE) task assessing students' evaluation of evidence-based conclusions drawn from real newspaper articles. Results from Study 1 showed that the EBR intervention was more effective in improving students' OEBR task performance (i.e., evidence identification and interpretation), but not on their CEE task performance (i.e., evaluation of evidence-based conclusions). Analyzing students' justifications in the evidence evaluation task, I found that one possible reason for this lack of effect on the CEE task was that the key reasoning strategy of identifying evidence type was not made salient enough to students. Therefore, I conducted a follow-up study to examine the effectiveness of a modified version of the EBR training (Study 2). In Study 2, the last module of the EBR intervention was removed. Instead, students were asked to identify the type of evidence presented and explicitly directed to consider evidence type when evaluating evidence-based conclusions during their completion of CEE and A-CEE tasks at post-test. Students otherwise followed the same procedure as in Study 1. Results showed that this modified version of EBR had similar effects in improving students' OEBR task performance as the enhanced book chapter. At the same time, the EBR intervention was more effective in improving students' CEE and A-CEE task performance than the enhanced book chapter. This indicates the EBR intervention might have helped students develop more robust schema for evidence types, that students could then draw upon when evaluating evidence-based conclusions. Thus, across two studies, I demonstrate the promise of the EBR intervention in improving students' evidence-based reasoning.
There is a recent surge in the use of randomized controlled trials (RCTs) within education globally, with disproportionate claims being made about what they show, ‘what works’, and what constitutes the best ‘evidence’. Drawing on up-to-date scholarship from across the world, Taming Randomized Controlled Trials in Education critically addresses the increased use of RCTs in education, exploring their benefits, limits and cautions, and ultimately questioning the prominence given to them. While acknowledging that randomized controlled trials do have some place in education, the book nevertheless argues that this place should be limited. Drawing together all arguments for and against RCTs in a comprehensive and easily accessible single volume, the book also adds new perspectives and insights to the conversation; crucially, the book considers the limits of their usefulness and applicability in education, raising a range of largely unexplored concerns about their use. Chapters include discussions on: The impact of complexity theory and chaos theory. Design issues and sampling in randomized controlled trials. Learning from clinical trials. Data analysis in randomized controlled trials. Reporting, evaluating and generalizing from randomized controlled trials. Considering key issues in understanding and interrogating research evidence, this book is ideal reading for all students on Research Methods modules, as well as those interested in undertaking and reviewing research in the field of education.
This book raises important questions about the extent to which policy can be derived from research and about the kind of evidence which should inform policy. Challenges contemporary orthodoxies and offers constructive alternatives Critiques the narrower conceptions of evidence which might inform policy advanced by the ‘what works’ movement Investigates the logical gaps between what can be shown by research and the wider political requirements of policy Examines the different educational research traditions e.g. large population studies, individual case studies, personal narratives, action research, philosophy and ‘the romantic turn’ Calls for a more subtle understanding of the ways in which different forms of enquiry may inform policy and practice Discusses the recognition and utilisation of the insights offered by the rich variety of educational research traditions available to us
Design is a central activity within Science, Technology, Engineering, and Mathematics (STEM) education. Within enacted practice, design can feature within intended learning outcomes, for example in learning to design, and it can feature within pedagogical methodologies, for example by learning through design. Often holding differing disciplinary interpretations such as design as cyclical problem solving, iterative design, conceptual design, or design with or without make, understanding the educational merits of the ill-defined and open nature of authentic designerly activity is paramount. This Research Topic sets out to gain a more nuanced understanding of the value and role(s) of design within STEM educational contexts. This Research Topic focuses on design within STEM educational contexts, particularly in terms of teaching, learning, and assessment. The aim is to contribute to the evidential basis which can be used to guide the incorporation of design into educational practice. The topic has two central research objectives. The first is to generate evidence regarding what design is in STEM education. For example, is the ability to design a singular or manifold construct? Is the capacity to design, or are factors of this ability, both learnable and teachable? How transferable is designerly knowledge between contexts? How do different disciplinary contexts influence the interpretation of design? The second is to further our understanding of how best to incorporate design within STEM education contexts. For example, how much emphasis should be placed on learning to or through design in school? How should design be assessed within formal education? Where and when is design best incorporated into education? In posing these questions, the goal of this research topic is to provide scholarly discourse which supports critical reflection and the challenging of assumptions regarding design in education.