Why Can't a Teacher Be More like a Scientist? Science, Pseudoscience and the Art of Teaching

Autor/inn/en	Carter, Mark; Wheldall, Kevin
Titel	Why Can't a Teacher Be More like a Scientist? Science, Pseudoscience and the Art of Teaching
Quelle	In: Australasian Journal of Special Education, 32 (2008) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
Schlagwörter	Stellungnahme; Disabilities; Teachers; Scientific Research; Foreign Countries; Scientists; Professional Development; Evaluation; Effect Size; Intervention; Quasiexperimental Design; Control Groups; Reading Instruction; Reading Programs; Australia + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Lehrer; Lehrerin; Lehrende; Ausland; Scientist; Wissenschaftler; Evaluierung; Leseunterricht; Australien
Abstract	In this article, the authors argue the case for scientific evidenced-based practice in education. They consider what differentiates science from pseudoscience and what sources of information teachers typically regard as reliable. The What Works Clearinghouse is discussed with reference to certain limitations of its current operation. Given the relative paucity of "gold standard" research in education, an alternative model for assessing the efficacy of educational programs is proposed as a temporary solution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10