Evidence-Based Practice in Education

Thomas Mann

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Beschreibung

"Where does hunch end and evidence begin? Too much is written and said about school improvement - about improvements in teaching and learning - with far too little attention to this question. This book provides vivid discussion from distinguished protagonists and antagonists about what gets called 'evidence-based practice'. Reading it, all involved in education - policymakers and practitioners alike - can proceed more confidently."- Professor Tim Brighouse, London Schools Commissioner

The movement to evidence-based practice in education is as important as it is controversial, and this book explores the arguments of leading advocates and critics.

The book begins with an explication of evidence-based practice. Some of the ideas of its proponents are discussed, including the Campbell Collaboration, and the application to education of Cochrane-style reviews and meta-analyses.

The thinking behind evidence based practice has been the subject of much criticism, particularly in education, and this criticism is aired in the second part of the book. Questions have been raised about what we mean by evidence, about how particular kinds of evidence may be privileged over other kinds of evidence, about the transferability of research findings to practice, and about the consequences of a move to evidence-based practice for governance in education.

Given that the origins of the interest in evidence-based practice come largely from its use in medicine, questions arise about the validity of the transposition, and contributors to the third part of the book address this transposition.

The issues raised in the book, while primarily those raised by educators, are of relevance also to professionals in medicine, social work and psychology.

Richard Andrews is Professor of Education at The University of York and Coordinator of the English Review Group for the EPPI-Centre. He is the author of Narrative and Argument and The Problem with Poetry (Open University Press), Teaching and Learning Argument (Cassell) and editor of The Impact of ICT on Literacy Education (RoutledgeFalmer). He is associate editor of Education, Communication and Information and sits on the editorial boards of Informal Logic and English in Australia. Philippa Cordingley is the founder and the Chief Executive of the Centre for the Use of Research and Evidence in Education (CUREE). As adviser to the DfES, the National Union of Teachers, the National College for School Leadership, the GTC and as Chief Professional Adviser on research to the Teacher Training Agency from 1995-2001 she has instigated, designed and developed a range of strategies, policies and support programmes to increase teacher interest in, access to and use of research. She is a Board member of The Education Network (TEN), a member of the National Steering Group for the Networked Learning Communities Initiative and a school governor. Philip Davies is Director of Policy Evaluation in the Prime Ministers Strategy Unit, which is part of the Cabinet Office. Previously he was Director of Social Sciences in the Department for Continuing Education at Oxford University and a Fellow of Kellogg College, Oxford. Philip was responsible (with colleagues in the University of Oxford Medical School) for developing the University of Oxford Masters Programme in Evidence-Based Health Care. Philip is a founder member of the Campbell Collaboration and is on its international steering committee. He is also a Visiting Honorary Fellow of the UK Cochrane Centre. Michael Eraut is a Professor of Education at the University of Sussex. His research over the last decade has focused on the nature of professional knowledge and competence, the role of tacit knowledge in professional practice, how professionals and managers learn in the workplace and factors affecting learning in professional apprenticeships. His recent research projects have addressed the training of junior doctors, the development of competence and judgement in postgraduate medical education, the vocational training of clinical and biomedical scientists, and how nurses learn to use scientific knowledge. He is Editor in Chief of a new Blackwells journal, Learning in Health and Social Care. Deborah Gallagher is Professor of Education at the University of Northern Iowa. Her research interests centre on the philosophy of science as it pertains to research, pedagogy, and policy in education and special education. This work focuses on how choices of methodological and conceptual frameworks affect the possibilities of achieving equitable and inclusive schooling for students labelled as having disabilities. Among other recent publications, she is the lead author of a book entitled, Challenging Orthodoxy in Special Education: Dissenting Voices (Love Publishing Company, 2003) with co-authors: Lous Heshusius, Richard Iano, and Thomas Skrtic. David Gough is Reader in Social Science and Deputy Director of the Social Science Research Unit and its EPPI-Centre, Institute of Education, University of London. Previously he was Senior Research Fellow at the University of Glasgow and Professor of Social Welfare at Japan Womens University, near Tokyo. His main areas of research interest are the implicit social policy of social interventions for children and families and methods of systematic research synthesis to address all policy, practice and community questions. He is editor of the journal Child Abuse Review. Martyn Hammersley is Professor of Educational and Social Research at The Open University. Much of his work has been concerned with the methodological issues surrounding social and educational research. He has written several books: (with Paul Atkinson) Ethnography: principles in practice (second edition Routledge 1995); The Dilemma of Qualitative Method (Routledge 1989); Classroom Ethnography (Open University Press 1990); Reading Ethnographic Research (Longman 1991); Whats Wrong with Ethnography? (Routledge 1992); The Politics of Social Research (Sage 1995); (with Peter Foster and Roger Gomm) Constructing Educational Inequality (Falmer); Taking Sides in Research (Routledge, 1999); and Educational Research, Policymaking and Practice (Paul Chapman, 2002). John Elliott is Professor of Education within the Centre for Applied Research in Education, which he directed from 1996-99. He is well-known internationally for his work in developing action research and has directed a number of collaborative classroom research projects with teachers and schools. These include the Ford Teaching Project (1972-74) and, more recently, the TTA funded Norwich Area Schools Consortium (NASC) on the curriculum and pedagogical dimensions of student disaffection (1997-2001). He is currently an Advisory Professor to the Hong Kong Institute of Education and a consultant to the Hong Kong Government on the strategic development of its curriculum reform proposals. Phil Hodkinson is Professor of Lifelong Learning, at the University of Leeds. He was founder Director of the Lifelong Learning Institute, which works to interrelate research expertise with that of policy makers and practitioners. He has considerable experience of qualitative case study research, and has written about hermeneutical and interpretivist methodologies. He has regularly engaged with policy-related research in vocational education and training, workplace learning and career progression. In one major project (on-going at the time of writing) he is co-leader of a mixed team of university and practitioner researchers, exploring ways in which research can improve teaching and learning in further education. Ed Peile, a ledge in professional practice, how professionals and managers learn in the workplace and factors affecting learning in professional apprenticeships. His recent research projects have addressed the training of junior doctors, the development of competence and judgement in postgraduate medical education, the vocational training of clinical and biomedical scientists, and how nurses learn to use scientific knowledge. He is Editor in Chief of a new Blackwells journal, Learning in Health and Social Care. Deborah Gallagher is Professor of Education at the University of Northern Iowa. Her research interests centre on the philosophy of science as it pertains to research, pedagogy, and policy in education and special education. This work focuses on how choices of methodological and conceptual frameworks affect the possibilities of achieving equitable and inclusive schooling for students labelled as having disabilities. Among other recent publications, she is the lead author of a book entitled, Challenging Orthodoxy in Special Education: Dissenting Voices (Love Publishing Company, 2003) with co-authors: Lous Heshusius, Richard Iano, and Thomas Skrtic. David Gough is Reader in Social Science and Deputy Director of the Social Science Research Unit and its EPPI-Centre, Institute of Education, University of London. Previously he was Senior Research Fellow at the University of Glasgow and Professor of Social Welfare at Japan Womens University, near Tokyo. His main areas of research interest are the implicit social policy of social interventions for children and families and methods of systematic research synthesis to address all policy, practice and community questions. He is editor of the journal Child Abuse Review. Martyn Hammersley is Professor of Educational and Social Research at The Open University. Much of his work has been concerned with the methodological issues surrounding social and educational research. He has written several books: (with Paul Atkinson) Ethnography: principles in practice (second edition Routledge 1995); The Dilemma of Qualitative Method (Routledge 1989); Classroom Ethnography (Open University Press 1990); Reading Ethnographic Research (Longman 1991); Whats Wrong with Ethnography? (Routledge 1992); The Politics of Social Research (Sage 1995); (with Peter Foster and Roger Gomm) Constructing Educational Inequality (Falmer); Taking Sides in Research (Routledge, 1999); and Educational Research, Policymaking and Practice (Paul Chapman, 2002). John Elliott is Professor of Education within the Centre for Applied Research in Education, which he directed from 1996-99. He is well-known internationally for his work in developing action research and has directed a number of collaborative classroom research projects with teachers and schools. These include the Ford Teaching Project (1972-74) and, more recently, the TTA funded Norwich Area Schools Consortium (NASC) on the curriculum and pedagogical dimensions of student disaffection (1997-2001). He is currently an Advisory Professor to the Hong Kong Institute of Education and a consultant to the Hong Kong Government on the strategic development of its curriculum reform proposals. Phil Hodkinson is Professor of Lifelong Learning, at the University of Leeds. He was founder Director of the Lifelong Learning Institute, which works to interrelate research expertise with that of policy makers and practitioners. He has considerable experience of qualitative case study research, and has written about hermeneutical and interpretivist methodologies. He has regularly engaged with policy-related research in vocational education and training, workplace learning and career progression. In one major project (on-going at the time of writing) he is co-leader of a mixed team of university and practitioner researchers, exploring ways in which research can improve teaching and learning in further education. Ed Peile, a

Produktdetails

Einband Taschenbuch
Herausgeber Gary Thomas, Richard Pring
Seitenzahl 256
Erscheinungsdatum 01.03.2004
Sprache Englisch
ISBN 978-0-335-21334-4
Reihe Conducting Educational Researc
Verlag MCGRAW-HILL Higher Education
Maße (L/B/H) 23/15.1/1.7 cm
Gewicht 384 g

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  • CONTENTS

    Chapter 1. Introduction: evidence and practice.
    Gary Thomas

    Part 1. What is evidence-based practice?

    Chapter 2. Systematic reviews and the Campbell Collaboration.
    Philip Davies

    Chapter 3. Developing evidence-informed policy and practice.
    Judy Sebba

    Chapter 4. Systematic research synthesis.
    David Gough

    Part 2. Evidence-based practice in practice

    Section a: in education

    Chapter 5. Between Scylla and Charybdis: the experience of undertaking a systematic review in Education.
    Richard Andrews

    Chapter 6. Teachers using evidence: using what we know about teaching and learning to reconceptualise evidence-based practice.
    Philippa Cordingley

    Section b: in medicine and allied fields

    Chapter 7. Practice-Based Evidence.
    Michael Eraut

    Chapter 8. Reflections from medical practice. Balancing evidence-based practice with practice-based evidence.
    Ed Peile

    Section c: problems in practice

    Chapter 9. Educational research, philosophical orthodoxy, and unfulfilled promises: the quandary of traditional research in U.S. special education.
    Deborah J. Gallagher

    Part 3. Questions

    Chapter 10. Some questions about evidence-based practice in education.
    Martyn Hammersley

    Chapter 11. The relationship between research, policy and practice.
    Phil Hodkinson, and John K. Smith

    Chapter 12. Evidence-based practice, action research, and the professional development of teachers.
    John Elliott

    Chapter 13. Using action research to generate knowledge about educational practice.
    Harry Torrance

    Chapter 14. Conclusion: Evidence-based Policy and Practice.
    Richard Pring

    References