A Missing Voice in the Discourse of Evidence-Based Practice

Autor/in	Kovarsky, Dana
Titel	A Missing Voice in the Discourse of Evidence-Based Practice
Quelle	In: Topics in Language Disorders, 27 (2007) 1, S.50 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
Schlagwörter	Research Methodology; Epistemology; Validity; Medicine; Educational Research; Qualitative Research; Client Characteristics; Documentation; Evaluation; Disproportionate Representation; Clinics; Power Structure + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Erkenntnistheorie; Gültigkeit; Medizin; Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Dokumentation; Evaluierung
Abstract	The purpose of this investigation was to examine the discourse of evidence-based practice presented in official written documents of the American Speech-Language-Hearing Association. Documents were analyzed with respect to how language was used to convey a sense of certainty about the profession's official position on evidence-based practice, what should count as evidence, and how the role of the client was constructed. Analysis revealed a missing voice--or verbal/ideological perspective (M. M. Bahktin, trans. 1981)--in the construction of evidence. This voice is characterized by observations from the lives of clients and their expressed experiences with assessment and intervention, a form of evidence whose traits of analysis do not readily meet the constraints of objectivity and quantification grounded in an epistemology of traditional experimental research methods. Among other things, it will be argued that the current official version of evidence-based practice needs to be reconstructed to include the voices of clients as a form of evidence. (Contains 2 figures.) (Author).
Anmerkungen	Lippincott Williams & Wilkins. P.O. Box 1600, Hagerstown, MD 21741. Tel: 800-638-3030; Tel: 301-223-2300; Fax: 301-223-2400; Web site: http://www.lww.com/product/?0271-8294
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10