Thomas Gary & Pring Richard (dir.) (2004). Evidence-Based Practice in Education. Maidenhead : Open University Press.
Added by: orey (01 Jan 1970 01:00:00 Europe/Paris) Last edited by: Marie Gaussel (14 Mar 2007 13:26:31 Europe/Paris)
|Resource type: Book
BibTeX citation key: Thomas2004a
Keywords: mĂ©thodes de recherche, politique Ă©ducative, utilisation des recherches
Creators: Pring, Thomas
Publisher: Open University Press (Maidenhead)
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The movement to evidence-based practice in education is as important as it is controversial, and this book explores the arguments of leading advocates and critics.
The book begins with an explication of evidence-based practice. Some of the ideas of its proponents are discussed, including the Campbell Collaboration, and the application to education of Cochrane-style reviews and meta-analyses.
The thinking behind evidence based practice has been the subject of much criticism, particularly in education, and this criticism is aired in the second part of the book. Questions have been raised about what we mean by evidence, about how particular kinds of evidence may be privileged over other kinds of evidence, about the transferability of research findings to practice, and about the consequences of a move to evidence-based practice for governance in education.
Given that the origins of the interest in evidence-based practice come largely from its use in medicine, questions arise about the validity of the transposition, and contributors to the third part of the book address this transposition.
Added by: orey Last edited by: Marie Gaussel
|p.22, Chapter 2 (Davies) Systematic reviews differ from other types of research synthesis, such as tradional narrative reviews and vote-counting reviews, by virtue of the way they formulate a research question, their comprehensive approach to searching, their critical appraisal strategy, and the transparency of criteria for including and excluding primary studies for review. Added by: orey|
|p.44, Section 1, Chapter 3 (David Gough) Athough research may be derived from many different conceptual and ideological bases, have differential legitimacy with different producers and users of research, and be used in many rational and non-rational ways, it loses much of its public legitimacy if it is not seen as beaing at least in part feeding into rational processes of decision-making. Added by: orey|
|p.12 Les tests alĂ©atoires contrĂ´lĂ©s (RCT) jouent un rĂ´le important de confirmation des effets dans le contexte expĂ©rimental mais conduisent plus rarement d\'eux-mĂŞmes Ă des dĂ©couvertes ou amĂ¨nent des avancĂ©es majeures, contrairement Ă ce qu\'affirment certains de leurs promoteurs. (Gary Thomas) Added by: orey|