Evidence-based practice in education
著者
書誌事項
Evidence-based practice in education
（Conducting educational research / series editor, Harry Torrance）
Open University Press, 2004
- :hbk
- :pbk.
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
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.
目次
Introduction
Research evidence should, but often does not, inform the development of policy and practice in education
Developing evidence-informed policy and practice
Teacher research evidence
American perspectives through the Campbell Collaboration
Cochrane style reviews, syntheses and meta-analyses
Challenges in the process
Some questions about evidence-based practice in education
What is evidence?
The relationship between research, policy and practice
Evidence-based practice, action research and the professional development of teachers
Educational research, philosophical orthodoxy, and unfulfilled promises
Using action research to generate knowledge about educational practice
Practice-based evidence
Reflections from medical practice
Conclusion
Index.
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