Evidence-based education: Objections and future directions

被引：19

作者：

Dekker, Izaak ^{[1
,2
]}

Meeter, Martijn ^{[3
]}

机构：

[1] Erasmus Univ, Rotterdam Sch Management, Rotterdam, Netherlands

[2] Rotterdam Univ Appl Sci, Res Ctr Urban Talent, Rotterdam, Netherlands

[3] Vrije Univ Amsterdam, LEARN Res Inst, Amsterdam, Netherlands

来源：

FRONTIERS IN EDUCATION | 2022年 / 7卷

关键词：

evidence-based education; evidence-based policy; randomized controlled trial; implementation science; evidence-informed education; context-centered research; RANDOMIZED CONTROLLED-TRIALS; POSSIBLE SELVES; REPLICATION; INTERVENTION; TEACHERS; POLICY; WORK;

D O I：

10.3389/feduc.2022.941410

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Over the past two decades, educational policymakers in many countries have favored evidence-based educational programs and interventions. However, evidence-based education (EBE) has met with growing resistance from educational researchers. This article analyzes the objections against EBE and its preference for randomized controlled trials (RCTs). We conclude that the objections call for adjustments but do not justify abandoning EBE. Three future directions could make education more evidence-based whilst taking the objections against EBE into account: (1) study local factors, mechanisms, and implementation fidelity in RCTs, (2) utilize and improve the available longitudinal performance data, and (3) use integrated interventions and outcome measures.

引用

页数：9

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