What Works? Evidence-Based Practice in Education Is Complex

Autor/in	Hempenstall, Kerry
Titel	What Works? Evidence-Based Practice in Education Is Complex
Quelle	In: Australian Journal of Learning Difficulties, 19 (2014) 2, S.113-127 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2014.921631
Schlagwörter	Evidence; Best Practices; Teaching Experience; Teacher Competencies; Teaching Methods; Educational Change; Change Strategies; Criticism; Basal Reading; Theory Practice Relationship; Classroom Techniques; Special Needs Students; Educational Practices; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Evidenz; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Lösungsstrategie; Kritik; Lesetraining; Theorie-Praxis-Beziehung; Klassenführung; Sonderpädagogischer Förderbedarf; Bildungspraxis; Ausland; Australien
Abstract	There is a nascent movement towards evidence-based practice in education in Australia, evident in Federal and State education documents, if not in classrooms. Such a classroom-level outcome would require a number of conditions to be met. One of the critical requirements is that teachers be provided with knowledge and training in practices that have an acceptable evidence base, in other words to know "what works". Many reformers pin their hopes on systematic reviews to provide the information. However, it is becoming increasingly apparent that this expectation may not be easily met, especially in the short term. This paper considers some of the recent issues that have muddied the waters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10