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Autor/inSlavin, Robert E.
TitelHow Evidence-Based Reform Will Transform Research and Practice in Education
QuelleIn: Educational Psychologist, 55 (2020) 1, S.21-31 (11 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0046-1520
DOI10.1080/00461520.2019.1611432
SchlagwörterEvidence Based Practice; Educational Change; Educational Research; Educational Practices; Theory Practice Relationship; Educational Legislation; Elementary Secondary Education; Federal Legislation; Educational Finance; Federal Aid; Response to Intervention; Outcomes of Education; Criticism; Educational Experiments; Generalization; Program Effectiveness; Disadvantaged Schools; Program Implementation; Educational Psychology
AbstractEvidence-based reform in education refers to policies that enable or encourage the use of programs and practices proven to be effective in rigorous research. This article discusses the increasing role of evidence in educational policy, rapid growth in availability of proven approaches, and development of reviews of research to summarize the evidence. A highlight of evidence-based reform was the 2015 passage of the Every Student Succeeds Act, which defines strong, moderate, and promising levels of evidence for educational programs and ties certain federal funding to use of proven approaches. To illustrate how coordinated use of proven approaches could substantially improve educational outcomes, the article proposes use of proven programs to populate each of Tiers 1, 2, and 3 in response to intervention policies. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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