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dc.contributor.authorWrigley, Terryen
dc.contributor.authorMcCusker, Seanen
dc.date.accessioned2019-10-10T13:43:24Z
dc.date.available2019-10-10T13:43:24Z
dc.date.issued2019-06-06
dc.identifier.citationWrigley, T. & McCusker, S. (2019) Evidence-based teaching: A simple view of “science”. Educational Research and Evaluation, 25(1-2), pp. 110-126.en
dc.identifier.issn1744-4187en
dc.identifier.issn1380-3611
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/10070
dc.identifier.urihttps://doi.org/10.1080/13803611.2019.1617992
dc.description.abstractThis paper examines the insistent claims by advocates of evidence-based teaching that it is a rigorous scientific approach. The paper questions the view that randomised controlled trials and meta-analyses are the only truly scientific methods in educational research. It suggests these claims are often based on a rhetorical appeal which relies on too simple a notion of “science”. Exploring the tacit assumptions behind “evidence-based teaching”, the paper identifies an empiricist and reductionist philosophy of science, and a failure to recognise the complexity of education and pedagogy. Following a discussion of large-scale syntheses of evidence (Hattie’s Visible Learning; the Education Endowment Foundation’s Teaching and Learning Toolkit), it examines in detail one strand of the latter concerning sports participation, which is used to illustrate flaws in procedures and the failure to take seriously the need for causal explanations.en
dc.description.urihttps://doi.org/10.1080/13803611.2019.1617992en
dc.format.extent110-126en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.ispartofEducational Research and Evaluationen
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in Educational Research and Evaluation on 6 Jun 2019, available online: https://doi.org/10.1080/13803611.2019.1617992
dc.subjectScienceen
dc.subjectEvidenceen
dc.subjectSynthesisen
dc.titleEvidence-based teaching: A simple view of “science”en
dc.typeArticleen
dcterms.accessRightspublic
dcterms.dateAccepted2019
dc.description.volume25en
dc.description.ispublishedpub
rioxxterms.typeJournal Article/Reviewen
rioxxterms.publicationdate2019-06-06
refterms.dateEmbargoEnd2020-12-06
refterms.dateFCD2019-10-10
refterms.depositExceptionNAen
refterms.accessExceptionNAen
refterms.technicalExceptionNAen
refterms.panelUnspecifieden
qmu.authorWrigley, Terryen
qmu.centreCentre for Applied Social Sciencesen
dc.description.statuspub
dc.description.number1-2en
refterms.versionAMen
refterms.dateDeposit2019-10-10
refterms.dateFreeToRead2020-12-06
refterms.dateFreeToDownload2020-12-06
refterms.dateToSearch2020-12-06


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