"Evidence-based education" (EBE) is a catchline for policy makers and school leaders alike, with its advocates promoting their work as being "rigorous" and "scientific". The chapters in this book place this approach in context and challenge whether the arguments it leads to live up to the hype.
"Evidence-based education" (EBE) is a catchline for policy makers and school leaders alike, with its advocates promoting their work as being "rigorous" and "scientific". The chapters in this book place this approach in context and challenge whether the arguments it leads to live up to the hype.
Adrian Simpson is The Principal of Josephine Butler College and Professor of Mathematics Education at Durham University. His main interests are the school¿university transition, proof and reasoning, and evidence for practice in education.
Inhaltsangabe
An Introduction to the evidential basis of evidence-based education 1. Evidence of confusion about evidence of causes: comments on the debate about EBP in education 2. Practitioner tales: possible roles for research evidence in practice 3. The key role of representativeness in evidence-based education 4. What is meant by rigour in evidence-based educational policy and what s so good about it? 5. For whom does what works work? The political economy of evidence-based education 6. Separating arguments from conclusions: the mistaken role of effect size in educational policy research 7. Evidence-based teaching: a simple view of science 8. Some reflections on the role of evidence in improving education
An Introduction to the evidential basis of evidence-based education 1. Evidence of confusion about evidence of causes: comments on the debate about EBP in education 2. Practitioner tales: possible roles for research evidence in practice 3. The key role of representativeness in evidence-based education 4. What is meant by rigour in evidence-based educational policy and what s so good about it? 5. For whom does what works work? The political economy of evidence-based education 6. Separating arguments from conclusions: the mistaken role of effect size in educational policy research 7. Evidence-based teaching: a simple view of science 8. Some reflections on the role of evidence in improving education
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