'Closing the Gap': Problems with Its Philosophy and Research -- A Keynote Address Prepared for BPS Education Section Conference, September 2019

Autor/in	Raven, John
Titel	'Closing the Gap': Problems with Its Philosophy and Research -- A Keynote Address Prepared for BPS Education Section Conference, September 2019
Quelle	In: Psychology of Education Review, 44 (2020) 3, S.2-40 (39 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9807
Schlagwörter	Achievement Gap; Psychological Studies; Educational Psychology; Educational Philosophy; Educational Policy; Outcomes of Education; Educational Objectives; Foreign Countries; Educational Research; Research Problems; Systems Approach; Evaluation; Teacher Effectiveness; United Kingdom (Scotland); United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Bildungsforschung; Pädagogische Forschung; Forschungskritik; Systemischer Ansatz; Evaluierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	In this paper, problems with the philosophy and research relating to various interpretations of 'closing the gap' are used to open up a discussion of, and illustrate, the process whereby a narrow interpretation of 'science' and neglect of systems thinking result in the generation of huge amounts of dangerous and misleading misinformation and thence the generation of draconian and destructive policies. The paper opens by returning to an unfinished debate arising out of a summary of the unanticipated and counterintuitive effects of interventions designed to close the 'attainment' gap between more and less advantaged pupils. This is used to illustrate the importance of studying the unintended as well as intended outcomes of interventions and the importance of considering whether those outcomes are desirable. More of the problems facing those who seek to contribute to evidence-based policy are then illustrated via a discussion of an 'illuminative' evaluation of competency-oriented, project-based, education carried out in environments around primary schools. The result is to highlight the need for comprehensive evaluation of educational projects and policies. 'Comprehensive evaluation' implies the evaluation of all short and long term, personal and social, desired and desirable, and undesired and undesirable effects of the programmes and policies under investigation. When this criterion is applied, it emerges that most of the published evaluations fall well short of the mark. Indeed, most of the conclusions that are drawn are seriously misleading. As a result, they contribute to the formulation and legitimisation of policies involving alarming levels of authoritarian state intervention in peoples' lives. The generation of such misleading information is much more widespread and serious than that exposed by the 'replication crisis'. It is argued that at the heart of this lies the pervasive deployment of reductionist science. Other serious deficits in the thinking and methodology of psychologists and educational researchers are then discussed. It is vital for psychologists to do what they can to rectify the situation. The paper concludes with an extensive discussion of ways in which the British Psychological Society (BPS) in general, and the Psychology of Education Section in particular, might contribute to this process. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01