Evidence and Rigor: Scrutinizing the Rhetorical Embrace of Evidence-Based Decision Making

Autor/inn/en	Baker, Bruce; Welner, Kevin G.
Titel	Evidence and Rigor: Scrutinizing the Rhetorical Embrace of Evidence-Based Decision Making
Quelle	In: Educational Researcher, 41 (2012) 3, S.98-101 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X12440306
Schlagwörter	Stellungnahme; Evidence; Productivity; Decision Making; Politics of Education; Educational Change; Teacher Effectiveness; Educational Improvement; Outcomes of Education; Research; Evaluation + Suchen Sie Ihr Suchwort? Evidenz; Produktivität; Decision-making; Entscheidungsfindung; Educational policy; Bildungspolitik; Bildungsreform; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Forschung; Evaluierung
Abstract	The nation's lawmakers have frequently voiced the basic principle that important policy decisions should be evidence based. In this commentary, the authors describe the approach the U.S. Department of Education has taken in its Increasing Educational Productivity project. The authors argue that the department's actual practice in this instance has fallen short of the rhetorical embrace of evidence-based decision making, and they explain the potential harm done when leaders do not heed the importance of grounding policy in high-quality research. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10