The call for evidence-based educational practice presumes that science is a way to good knowing and often presumes as well that good knowing leads more or less directly to good acting. We will not critique science as a means to good knowing, particularly regarding the effectiveness of educational interventions. Rather, we shall urge educators to pay more attention to the relationship between scientific knowledge and what can be done with that knowledge. Providing an accurate view of this relationship is critically important to how science can serve as a vehicle for change in social practice. “At issue are the potency and value ascribed to certain forms of evidence in supporting propositions that arise in educational practice”(Thomas, 2004, p. 1).
Much of the impetus for the recently revived debate about the role of scientific evidence in education stems from two pieces of legislation passed in the United States. The first is the No Child Left Behind Act of 2001 (NCLB, 2002). However, the second, the Education Sciences Reform Act of 2002 (ESRA, 2002), is more important to our business here. ESRA established four new centers in the US Department of Education (US ED): The Institute of Education Sciences, National Center for Education Research, National Center for Education Statistics, and National Center for Education Evaluation and Regional Assistance. Of these, the President of the United States said at a press conference:
Today I have signed into law H.R. 3801, an act to provide for improvement of Federal education research, statistics, evaluation, information, and dissemination, and for other purposes. This Act will substantially strengthen the scientific basis for the Department of Education's continuing efforts to help families, schools, and State and local governments with the education of America's children. This Act is an important complement to the No Child Left Behind Act enacted earlier this year. (Bush, 2002, para. 1)
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderssen, E., & Alphonso, C. (2007). Should your daughter get the needle? The Globe and Mail, Alberta edition, A1, A16–17.
Bush, G. W. (2002, November 5). Statement on signing legislation to provide for improvement of federal education research, statistics, evaluation, information, and dissemination, and for other purposes. Retrieved February 14, 2008, from http://frwebgate.access.gpo.gov/cgi-bin/ getdoc.cgi?dbname = 2002_presidential_documents&docid = pd11no02_txt-21.pdf
Campbell Collaboration. (n.d.). Education coordinating group Homepage. Retrieved June 28
2008, from http://www.campbellcollaboration.org/ECG/index.asp
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. In N. L. Gage (Ed.), Handbook of research in science teaching (pp. 171–246). Chicago: Rand McNally.
Cochrane Collaboration. (n.d.). Homepage. Retrieved October 3, 2007, from http://cochrane.org/ docs/descrip.htm
Code, L. (1987). Epistemic responsibility. Hanover, NH: Brown University Press.
Cordingley, P. (2004). Teachers using evidence: Using what we know about teaching and learning to reconceptualise evidence-based practice. In G. Thomas & R. Pring (Eds.), Evidence-based practice in education (pp. 77–87). Maidenhead, Berkshire, UK: Open University Press.
Dewey, J. (1929/1984). The quest for certainty: A study of the relation of knowledge and action. In J. A. Boydston (Ed.), John Dewey, The Later Works, 1925–1953 (Vol. 4: 1929). Carbondale, IL: Southern Illinois University Press. (Original work published 1929)
Dewey, J. (1929–30/1984). The sources of a science of education. In J. A. Boydston & K. E. Poulos (Eds.), John Dewey, The Later Works, 1925–1953 (Vol. 5: 1929–1930). Carbondale, IL: Southern Illinois University Press. (Original work published 1929–30)
Ennis, R. H. (1982). Research notes: Abandon causality? Educational Researcher, 11(7), 25–27.
Eraut, M. (2004). Practice-based evidence. In G. Thomas & R. Pring (Eds.), Evidence-based practice in education (pp. 91–101). Maidenhead, Berkshire, UK: Open University Press.
Education Sciences Reform Act of 2002. Pub. L. No. 107–279, 116 Stat. 1940. (2002).
Hodkinson, P., & Smith, J. K. (2004). The relationship between research, policy and practice. In G. Thomas & R. Pring (Eds.), Evidence-based practice in education (pp. 150–163). Maidenhead, Berkshire, UK: Open University Press.
Hume, D. (1739–40/1962). A treatise of human nature: Being an attempt to introduce the experimental method of reasoning into moral subjects. (Edited with an introduction by D. G. C. Macnabb). Cleveland, OH: World Publishing. (Original work published 1739–40)
McCormick, C. E., & Mason, J. M. (1990). Little books. Glenview, IL: Scott, Foresman.
No Child Left Behind Act of 2001. Pub. L. No. 107–110, 115 Stat. 1425. (2002).
Norris, S. P. (2000). The pale of consideration when seeking sources of teaching expertise. American Journal of Education, 108(3), 167–195.
Norris, S. P., & Kvernbekk, T. (1997). The application of science education theories. Journal of Research in Science Teaching, 34(10), 977–1005.
Nurss, J. R., & McGauvran, M. E. (1987). Metropolitan reading readiness test. San Antonio, TX: The Psychological Corporation.
Phillips, L. M., Norris, S. P., & Mason, J. M. (1996). Longitudinal effects of early literacy concepts on reading achievement: A kindergarten intervention and five-year follow-up. Journal of Literacy Research, 28(1), 173–195.
Rudner, R. (1953). The scientist qua scientist makes value judgments. Philosophy of Science, 20(1), 1–6.
Suppe, F. (1977). The structure of scientific theories (2nd edn.). Urbana, IL: University of Illinois Press.
Suppe, F. (1989). The semantic conception of theories and scientific realism. Urbana, IL: University of Illinois Press.
Thomas, G. (2004). Introduction: Evidence and practice. In G. Thomas & R. Pring (Eds.), Evidence-based practice in education (pp. 1–18). Maidenhead, Berkshire, UK: Open University Press.
Thomas, G., & Pring, R. (Eds.). (2004). Evidence-based practice in education. Maidenhead, Berkshire, UK: Open University Press.
United States Department of Education. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Washington, DC: Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Available from http://ies.ed.gov/ncee/pubs/evidence_based/evidence_based.asp
Wick, J. W., Fraenkel, J. R., Mason, J. M., Stewart, J., & Wallen, N. E. (1989). National achievement test. Chicago: American Testronics.
Author information
Authors and Affiliations
Corresponding authors
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science + Business Media B.V
About this chapter
Cite this chapter
Norris, S.P., Phillips, L.M., Macnab, J.S. (2009). The Gold Standard and Knowing What to Do. In: Shelley, M.C., Yore, L.D., Hand, B. (eds) Quality Research in Literacy and Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8427-0_27
Download citation
DOI: https://doi.org/10.1007/978-1-4020-8427-0_27
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-8426-3
Online ISBN: 978-1-4020-8427-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)